What is diversity made of in Youth and Adult Education (EJA) Understandings from the Epistemologies of the South
This article consists of recognizing the diversity of people of Youth and Adult Education (EJA) as a way to give credibility and legitimacy to the knowledge, actions and struggles of socially marginalized groups present in this modality of teaching, but which have been invisible. In this qualitative...
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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/32550 |
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| Resumo: | This article consists of recognizing the diversity of people of Youth and Adult Education (EJA) as a way to give credibility and legitimacy to the knowledge, actions and struggles of socially marginalized groups present in this modality of teaching, but which have been invisible. In this qualitative nature research, we present ways of how knowledge-significations (Andrade, Caldas, Alves, 2019) have been produced in the context of academic research. Theoretically, we use the approach of Epistemologias do Sul [Epistemologies of the South] (Santos, 2009, 2012, 2020) and Colonialidade do Poder [Coloniality of Power] (Quijano, 2005, 2009), as possible references to better perceive-highlight and build unprecedented-viable (Freire, 2002) to the modality, avoiding the epistemology killing of knowledges and the waste of experiences. We hope that this study enables epistemological turnarounds that result in overcoming one-dimensional categories that have guided EJA’s pedagogical and curricular practices. |
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