Interculturalidade na formação de professores do campo: análise de uma experiência

Abstract

ABSTRACT. The present work aims to promote a reflection on the pedagogical proposal of an undergraduate course in Countryside Education from a Brazilian federal university under the theoretical perspective of interculturality. Interculturality is understood as a counter-epistemological and counter-hegemonic project that advocates the recognition and respect for cultural diversity and the political and social emancipation of subalternized peoples. Established in 2013 to meet the demand of SESU / SETEC / SECADI Notice no. 2/2012, the course aims to train teachers in the areas of Natural Sciences or Languages ​​and Codes to work in the final years of elementary education and in high school in rural areas. This qualitative-exploratory study is based on documental and bibliographic research. The theoretical reflection comes from the ecology of knowledges (Santos, 2014), which problematizes the relations of coloniality of the scientific knowledge with other types of knowledge, as well as studies on interculturality (Fleuri, 2001; Walsh, 2009, 2010; Estermann, 2010; Guilherme & Dietz, 2015) and Countryside Education (Caldart, 2009; Freitas, 2011; Antunes-Rocha, 2011; Molina & Freitas, 2011; Molina & Antunes-Rocha, 2014). It is hoped that this work will stimulate proposals that dialogue with the intercultural reference framework, broadening the theoretical perspectives on the initial education of teachers in the context of Countryside Education in Brazil. Keywords: Critical Interculturality, Countryside Education, Teacher Education, Public Policies, Coloniality.