Por uma educação pluriepistêmica : literatura indígena na formação de educadoras(es) na perspectiva decolonial
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Data
2026-02-10
Autores
Cerri, Thelma Chiarelli
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Universidade Federal do Espírito Santo
Resumo
This study aimed to conduct research in Basic Education, using Literary Circles of Indigenous authors as formative devices grounded in their epistemologies and cosmologies, contributing to the transformation of educational processes toward the emergence of decolonial knowledge. The research examined the influence of colonial thought on the ideological framework of educators at the Francisco José Mattedi Municipal School of Integral Rural Education, as well as possible multi-epistemic pedagogical connections. Dialogues were established with the teaching staff in order to engage with theoretical perspectives rooted in decolonial cultural studies. The study draws on the contributions of Anibal Quijano (2005), Catherine Walsh (2018), Walter Mignolo (2003), and Paulo Freire (2022), among others, whose work supports the deconstruction of colonizing practices rooted in hegemonic Eurocentric thought. Methodologically, the research adopted a qualitative approach, developed through an ethnographic study based on participant observation of pedagogical practices at the school. As a research instrument, dialogical cycles were organized as a field of study involving both teachers and students from the school community. This methodological framework incorporated the political principles of Indigenous affirmation established by Brazilian Law No. 11.645/2008, which mandates the teaching of Indigenous History and Culture in Brazilian education. The dialogical processes were grounded in situated theoretical perspectives and enriched by Indigenous authors such as Smith (2021), Dorrico (2018), Graúna (2013), Krenak (2022), as well as the literary circularity proposed by Yamã (2012) and Miranda (2012, 2021, 2022, 2023, 2024). These engagements fostered alternative imaginaries of Indigenous knowledge production and cultivated, among students and educators, a critical awareness informed by decolonization and the de-standardization of a still rigid Basic Education curriculum. The study advocates for a curricular framework aligned with cultural specificities and constructed through dialogue with the school community, articulating ancestral knowledge with contemporary knowledge, and integrating principles of Popular Rural Education and Indigenous Education in order to promote collective well-being
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Literatura indígena , Formação docente , Educação decolonial , Pensamento pluriepistêmico , Indigenous literature , Teacher education , Decolonial education , Pluri-epistemic thinking