Práxis e resistência multicultural no processo formativo de professores/as : um anúncio das intervenções de grupos e núcleos de estudo, pesquisa e extensão

• Ano de defesa: 2021
• Autor(a) principal: Andrade, Raísa Albuquerque
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal da Paraíba; Brasil; Educação; Programa de Pós-Graduação em Educação; UFPB
• Palavras-chave em Português: Práxis; Resistência multicultural; Multiculturalismo crítico; Formação de professores/as; Grupos e núcleos de estudo; Pesquisa e extensão; Multicultural resistance; Critical multiculturalism; Teacher training; Groups and study centers; Research and extension; Formación de profesores; Grupos y grupos de estudio; Investigación y extensión; Résistance multiculturelle; Multiculturalisme critique; Formation de professeurs/es; Groupes et centres d’etude; Recherche et extension; CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: https://repositorio.ufpb.br/jspui/handle/123456789/21027

Far beyond complaints, the overcoming announcement – announcement of Praxis and Multicultural Resistance. Praxis, consistent with Freire’s thought, has to do with the inseparability between theoretical reflections and transformative actions. Multicultural resistance is a concept deepened by McLaren (1997), grounded in more critical approaches to Multiculturalism, consisting of interventions committed to problematizations related to places and meanings attributed to race, class, gender and sexual orientation. It aims the development of practices that emphasize policies for differences, questioning and disrupting the normative standards established by Capitalism, Colonialism and Patriarchate – structures of domination responsible for the production of several situations of oppression. This study, starts from the assumption that, Groups and Study Centers, Research and Extension linked to the Federal University of Paraíba (UFPB), that make visible issues related to policies for differences in scope to the field of Education, carry out interventions that are configured as actions of Multicultural Resistance in the training process of teachers in the institution. Thus, the general objective was to investigate and announce the actions of these Groups and Centers. Therefore, the following specific objectives were listed: point out the paths of creation and recreation of Groups and Centers; research what actions have been developed through the performance of these spaces, over the years, and point out the contributions of the actions developed by these collectives to the training process of the institution’s teachers, characterizing the intentions of these actions. Theoretical and methodological choices were based on Freire’s philosophical, epistemological and pedagogical assumptions in dialogue with other theorists in the field of Critical Pedagogy, who share similar thoughts regarding the concepts of Praxis, Resistance and Multiculturalities, among them, Giroux (1986) and McLaren (1997). The announcements of the actions of Praxis and Multicultural Resistance were analyzed in the light of a Freire’s conceptual plot, being possible to identify in the actions of the Groups and Centers, proximity with Freire’s thought drawn on the plot, since the interventions surpass limit situations; find and achieve unpublished viable; enable awareness; promote Liberation Education and; therefore, are configured as Political Praxis. In this sense, the assumption of this dissertation is confirmed: there is Praxis and Multicultural Resistance in the training process of teachers, from the interventions of these announced Groups and Centers. These interventions include not only the initial training of teachers at UFPB, but also go beyond institutional walls, contributing to continuing education and meeting certain social concerns.