No crep??sculo da mudan??a: um estudo sobre a forma????o continuada dos professores da Universidade Federal do ABC na conflu??ncia de uma pr??tica pedag??gica inclusiva e intercultural

• Ano de defesa: 2017
• Autor(a) principal: Santos, Sandra Rosa Gomes dos
• Orientador(a): Gomes, Manuel Tavares
• Banca de defesa: Gomes, Manuel Tavares, Pansarelli, Daniel, Severino, Ant??nio Joaquim, Silva, Maur??cio Pedro da, Santos, Jos?? Eduardo
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Nove de Julho
• Programa de Pós-Graduação: Programa de P??s-Gradua????o em Educa????o
• Departamento: Educa????o
• País: Brasil
• Palavras-chave em Português: forma????o continuada; universidade brasileira; Universidade Federal do ABC; pr??tica pedag??gica; inclus??o; interculturalidade
• Palavras-chave em Inglês: brazilian university; Federal University of ABC; continuing education; pedagogical practice; inclusion; interculturality; interdisciplinarity
• Palavras-chave em Espanhol: universidad brasile??a; Universidad Federal de ABC; formaci??n continua; pr??ctica pedag??gica; inclusi??n; interculturalidad; interdisciplinariedad
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://bibliotecatede.uninove.br/handle/tede/1733

The object of this research is focused on the continuing education of UFABC professors at the confluence of an inclusive and intercultural pedagogical practice. The research problem results from the fact that the inclusion of new historically marginalized publics and cultures from the right to higher education requires new pedagogical-didactic skills from the professors and that these competences can be acquired through continuous training. In this sense, higher education professors, in addition to continuing education in the scientific field, specifically linked to research projects, must also have training in the pedagogical-didactic field that allows them to work with students on issues related to themes of social, cultural and epistemological inclusion, interculturality and interdisciplinarity. The question of research resulting from the problem that was set forth and which guided us was as follows: taking the sources the documents and the professor???s speeches, how is the continuous training of UFABC professors organized in the confluence of an inclusive and intercultural pedagogical practice? We define as a general objective of the research, as a result of the stated nuclear issue, the following: analyze the way in which the continuous formation of professors is organized, in the confluence of an inclusive and intercultural pedagogical practice. We follow a theoretical-epistemological model according to post-critical and post-colonial theories. From the methodological point of view, the approach was qualitative using the analysis of international and institutional documents and the analysis of interviews with professors. The conclusions of the study point to the lack of an institutional model of continuing education and to the existence of substantial ruptures between UFABC's institutional discourse and the discourse of regulatory agencies, especially with regard to the issues of social inclusion and the organizational proposal of institution. They also point to a contradiction between the institutional principles and the practice of their professionals. Professor???s work generically on cultural diversity but the problem of interculturality is not only worked out in pedagogical practice, not is it alluded to in institutional documents. The research findings also reveal that professors attach importance to the dimension of research and its relation to teaching and the need for continuing education that allows them to improve pedagogical and didactic issues and to promote interculturality as a complement social inclusion.