Memórias de diversidade e inclusão escolar na perspectiva decolonial

• Ano de defesa: 2023
• Autor(a) principal: Marques, Eleny Sousa
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Roraima; Brasil; PRPPG - Pró-reitoria de Pesquisa e Pós-Graduação; PPGEDUC - Programa de Pós-Graduação em Educação; UFRR
• Palavras-chave em Português: Educação inclusiva; Diversidade cultural; Educação básica; Memórias; Inclusive education; Cultural diversity; Basic education; Memories; CNPQ::CIENCIAS HUMANAS::PSICOLOGIA
• Link de acesso: http://repositorio.ufrr.br:8080/jspui/handle/prefix/881

This dissertation presents the analysis of Memories of School Diversity and Inclusion from a Decolonial Perspective, based on experiences in state schools in the municipality of Iracema, Roraima. It is based on the principles of the Decolonial Shift, based on a qualitative methodology and supported by bibliographical research instruments and narratives of experiences lived in the classroom. The studies in this research show that, based on the ideas of Freire (2008), Dussel (2019), Vygotsky (2010), Silva Neto (2020), Capellini (2018), Ricoeur (2020) and other contemporary authors and researchers, we can think and act from the perspective of an education increasingly committed to humanism and democracy; create a more inclusive education, with an eye on others, and seeing beyond appearances. This analysis aimed to understand within the pedagogical project the public educational policies of the National and State Education Plan, regarding the inclusion of cultural diversity in the school space; diagnose the relationship between the pedagogical project and state public policies; understand the extent to which school inclusion interferes in the life of a child who suffers exclusion at school and recover my memories of experiences of teaching practice with students who are the target audience for inclusion with a focus on the cultural diversity of schools. The results indicate that the schools in the research context have their pedagogical proposals based on educational, that school inclusion is of fundamental importance for the student to go through all stages of teaching and that, when analyzing memories of experience in teaching practice, we emphasize that the meaning of inclusion goes far beyond what we imagined. It was not just a simple recording of few episodes; when analyzing its particularities, I valued the great diversity that forms our group in the classroom; these are beings endowed with cultures and particularities that are fundamental to the school curriculum.