Mbo'ehára rembiapo beyond alignment with the logic of capital
The objective of this article is to analyze the trajectory of teachers’ education (mbo'ehára rembiapo) in Brazil, from the 1990s onwards, and to reflect on the development of a broad education, in the sense of breaking up with the alignment with of the logic of capital. The research has a quali...
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| Principais autores: | , |
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| Formato: | Online |
| Idioma: | por eng |
| Publicado em: |
Portal de Periódicos Eletrônicos da UFRN
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| Endereço do item: | https://periodicos.ufrn.br/educacaoemquestao/article/view/32167 |
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| Resumo: | The objective of this article is to analyze the trajectory of teachers’ education (mbo'ehára rembiapo) in Brazil, from the 1990s onwards, and to reflect on the development of a broad education, in the sense of breaking up with the alignment with of the logic of capital. The research has a qualitative approach, mediated by bibliographical and documentary research methodologies, and uses the dialectic as an analysis criterion. The pragmatist logic, the progressive perspective and the retrogression in the mbo’ehára rembiapo are discussed. The results indicate that the national curriculum guidelines for the mbo'ehára rembiapo were an advance for the identity of the degree courses; and that another education is possible, based on integral human formation, beyond alignment with the logic of capital. |
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