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Advisor(s)
Abstract(s)
À luz do pensamento de António Nóvoa, este estudo teve como objetivo estabelecer interfaces desse pensamento com a teoria decolonial à formação de professores. Parte-se da concepção de que é preciso centralizar essa formação em teorias e práticas pautadas no enfrentamento das marcas coloniais, ainda muito expressivas nos ambientes escolares. Nesse contexto, emerge a questão: Quais proposições podem ser depreendidas nas obras de António Nóvoa à formação de professores em uma perspectiva decolonial? Essa pesquisa é um estudo teórico, com procedimentos de pesquisa bibliográfica nas obras de Nóvoa (2022, 2019, 2017, 2009, 2002, 2000, 1995). Para tratar da teoria decolonial, usa-se como referência Ballestrin (2013), Castro-Gómez e Grosfoguel (2007), Fleuri (2003), Ocaña, Arias e Canedo (2018), Quijano (2000), Restrepo e Rojas (2010) e Walsh (2012, 2009a, 2009b e 2001). Esta pesquisa assume abordagem qualitativa e os dados são analisados a partir do paradigma indiciário descrito por Ginzburg (2004, 2001, 1989). Dos indícios decoloniais percebidos nesta investigação, destacam-se a necessidade de ruptura em quatro dimensões: (i) a formação docente voltada para dentro da escola e para o desenvolvimento profissional do professor; (ii) uma relação de horizontalidade não linear, que unifica as relações professor-aluno-comunidade enquanto escola; (iii) a compreensão de múltiplas formas de aprender e ensinar e (iv) a mudança nos modos de produção do conhecimento científico
In the light of António Nóvoa's research, this study aims to establish interfaces between that thought and decolonial theory applied to alternative teacher training. This paper is grounded on the idea that it is necessary to centralize teacher training in theories and practices guided by the confrontation of colonial marks, something that still exists at schools. Within this context, the following question emerges: What propositions can be inferred from António Nóvoa’s works regarding teacher training under a decolonial perspective? This study comprises qualitative bibliographic research on Nóvoa’s work (2022, 2019, 2017, 2009, 2002, 2000, 1995) and on decolonial theory, based on Ballestrin (2013), Castro-Gómez and Grosfoguel (2007), Fleuri (2003), Ocaña, Arias and Canedo (2018), Quijano (2000), Restrepo and Rojas (2010) and Walsh (2012, 2009a, 2009b and 2001). The research uses the qualitative approach, and the data are analyzed according to the evidentiary paradigm, described by Ginzburg (2004, 2001, 1989). In conformity with decolonial indications perceived in this study, the need for rupture stands out in four dimensions: (i) in-school teacher training and teacher professional development; (ii) a non-linear horizontality interconnection, which unifies teacher-student-community relationships as a school; (iii) understanding of multiple ways of learning and teaching; and (iv) the change in the means of scientific knowledge production
In the light of António Nóvoa's research, this study aims to establish interfaces between that thought and decolonial theory applied to alternative teacher training. This paper is grounded on the idea that it is necessary to centralize teacher training in theories and practices guided by the confrontation of colonial marks, something that still exists at schools. Within this context, the following question emerges: What propositions can be inferred from António Nóvoa’s works regarding teacher training under a decolonial perspective? This study comprises qualitative bibliographic research on Nóvoa’s work (2022, 2019, 2017, 2009, 2002, 2000, 1995) and on decolonial theory, based on Ballestrin (2013), Castro-Gómez and Grosfoguel (2007), Fleuri (2003), Ocaña, Arias and Canedo (2018), Quijano (2000), Restrepo and Rojas (2010) and Walsh (2012, 2009a, 2009b and 2001). The research uses the qualitative approach, and the data are analyzed according to the evidentiary paradigm, described by Ginzburg (2004, 2001, 1989). In conformity with decolonial indications perceived in this study, the need for rupture stands out in four dimensions: (i) in-school teacher training and teacher professional development; (ii) a non-linear horizontality interconnection, which unifies teacher-student-community relationships as a school; (iii) understanding of multiple ways of learning and teaching; and (iv) the change in the means of scientific knowledge production
Description
Keywords
Desenvolvimento profissional Formação docente Educação decolonial Research Subject Categories::SOCIAL SCIENCES::Social sciences::Education
Pedagogical Context
Citation
Tomelin, Nilton Bruno; Santos, Aline Coêlho; Rausch, Rita Buzzi (2022). Interfaces entre o pensamento de António Nóvoa e a Teoria Decolonial na formação de professores. EduSer - Revista de Educação. ISSN 1645-4774. 1:1, p. 1-12
Publisher
Instituto Politécnico de Bragança