Teacher training, curriculum and childhood in traditional communities in The Amazon

This paper discusses the possibility of implementing a new educational assistance policy for rural children through changes in the curriculum of teacher education courses. Thus, its main objective is to present evidence in order to enable paradigmatic changes in the sociopedagogical matrix of the ed...

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Autores principales: Damacena, Fabiola Aparecida F.; Universidad Federal de Pará, Facultad de Etnodiversidad Universidad Estadual de Campinas-UNICAMP, Lopes, Raquel; Universidad Federal de Pará, Facultad de Etnodiversidad
Formato: Artículo revista
Lenguaje:Español
Publicado: Facultad de Humanidades, Instituto de Investigaciones en Educación 2021
Materias:
Teacher Education - Child education – Curriculum - Extractive Teaching – Decolonization
Formación docente - Educación infantil – Currículo - Magisterio Extractivista- Descolonización
Acceso en línea:https://revistas.unne.edu.ar/index.php/riie/article/view/5757
Aporte de:
Revistas UNNE - Universidad Nacional del Noroeste (UNNE) de Universidad Nacional del Nordeste
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institution Universidad Nacional del Nordeste
institution_str I-48
repository_str R-154
container_title_str Revistas UNNE - Universidad Nacional del Noroeste (UNNE)
language Español
format Artículo revista
topic Teacher Education - Child education – Curriculum - Extractive Teaching – Decolonization
Formación docente - Educación infantil – Currículo - Magisterio Extractivista- Descolonización
spellingShingle Teacher Education - Child education – Curriculum - Extractive Teaching – Decolonization
Formación docente - Educación infantil – Currículo - Magisterio Extractivista- Descolonización
Damacena, Fabiola Aparecida F.; Universidad Federal de Pará, Facultad de Etnodiversidad Universidad Estadual de Campinas-UNICAMP
Lopes, Raquel; Universidad Federal de Pará, Facultad de Etnodiversidad
Teacher training, curriculum and childhood in traditional communities in The Amazon
topic_facet Teacher Education - Child education – Curriculum - Extractive Teaching – Decolonization
Formación docente - Educación infantil – Currículo - Magisterio Extractivista- Descolonización
author Damacena, Fabiola Aparecida F.; Universidad Federal de Pará, Facultad de Etnodiversidad Universidad Estadual de Campinas-UNICAMP
Lopes, Raquel; Universidad Federal de Pará, Facultad de Etnodiversidad
author_facet Damacena, Fabiola Aparecida F.; Universidad Federal de Pará, Facultad de Etnodiversidad Universidad Estadual de Campinas-UNICAMP
Lopes, Raquel; Universidad Federal de Pará, Facultad de Etnodiversidad
author_sort Damacena, Fabiola Aparecida F.; Universidad Federal de Pará, Facultad de Etnodiversidad Universidad Estadual de Campinas-UNICAMP
title Teacher training, curriculum and childhood in traditional communities in The Amazon
title_short Teacher training, curriculum and childhood in traditional communities in The Amazon
title_full Teacher training, curriculum and childhood in traditional communities in The Amazon
title_fullStr Teacher training, curriculum and childhood in traditional communities in The Amazon
title_full_unstemmed Teacher training, curriculum and childhood in traditional communities in The Amazon
title_sort teacher training, curriculum and childhood in traditional communities in the amazon
description This paper discusses the possibility of implementing a new educational assistance policy for rural children through changes in the curriculum of teacher education courses. Thus, its main objective is to present evidence in order to enable paradigmatic changes in the sociopedagogical matrix of the educational processes of the future teachers, highlighting some aspects of a particular experience carried out between the years of 2015 and 2019 in the countryside of Brazilian Amazon, more specifically in the Southwest of Pará. The methodology used is characterized by the direct immersion in the context of the experience registered in this work as well as by participant observation and the reflection of records resulting from it. The most important results indicate an urgent need to reverse the logic of teacher education overcoming an abstract perspective based on universalized and colonizing assumptions as well as to bring the fundamentals of educational processes closer to the characteristics of the territory where they will be applied together with the involved subjects, with a view to prioritize the childhood to be assisted. In this sense, the dialogue with data leads to the unavoidable conclusion that it is urgent to base the curriculum of teacher educational courses on structural axes linked to pedagogical practice, sociocultural diversity and human rights.
publisher Facultad de Humanidades, Instituto de Investigaciones en Educación
publishDate 2021
url https://revistas.unne.edu.ar/index.php/riie/article/view/5757
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