FORMAÇÃO PARA A DIVERSIDADE? DESAFIOS DA FORMAÇÃO DE PROFESSORES EM GRAJAÚ-MA

• Ano de defesa: 2015
• Autor(a) principal: Alcântara, Ramon Luis de Santana
• Orientador(a): COELHO, Elizabeth Maria Beserra
• Banca de defesa: Silva, Carlos Benedito Rodrigues da , Araújo, Maria do Socorro Sousa de
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal do Maranhão
• Programa de Pós-Graduação: PROGRAMA DE PÓS-GRADUAÇÃO EM POLÍTICAS PÚBLICAS/CCSO
• Departamento: Políticas Públicas
• País: BR
• Palavras-chave em Português: diversidade; formação de professores; colonialidade
• Palavras-chave em Inglês: diversity; training of teachers; coloniality
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://tedebc.ufma.br:8080/jspui/handle/tede/750

This thesis discusses the challenges for the training of teachers for diversity in the context of Grajaú. It aims to understand what are the challenges for the Federal University of Maranhão (UFMA) in teacher training, considering the local scene of Grajaú and speeches about "education for diversity" produced by the state. It examines diversity in its multidimensional character, as a process of differentiation in social relations. To understand the process of inferiority of certain social groups, this paper triggers the notion of coloniality, noting that there is a colonial die of prejudice. The data were based on an action research experience, as proposed by Boaventura Sousa Santos, through ethnographic observation, document analysis and a curriculum subject experience with two undergraduate classes on the campus of UFMA in Grajaú. Were carried out, also, interviews and informal conversations with students and campus teachers and grajauenses in general. As a result, this thesis points out that the state takes an ambiguous stance when it comes to defending a national project and understand the cultural plurality of the country. Educational policies are marked by an absence or a discipline of diversity. This attitude is reflected in the pedagogical projects and on curricular outlines of UFMA courses in Grajaú where nothing refers to the local diversity. Concomitant to this silencing, subjects produce speeches pointing to a school setting in municipality characterized by racism, by the indigenous invisibility, homophobia, sexism and by the inferiority of other minority groups such as the disabled and from the rural area. As a conclusion, the context Grajaú, marked by the colonial die of prejudice, presents numerous challenges regarding the training of teachers for diversity.