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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Portal de Pediódicos Eletrônicos da UFRN |
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de Azevedo Palhares, Emanuella da Silva, Francisco Canindé |
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de Azevedo Palhares, Emanuella da Silva, Francisco Canindé What is diversity made of in Youth and Adult Education (EJA) Understandings from the Epistemologies of the South |
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de Azevedo Palhares, Emanuella da Silva, Francisco Canindé |
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de Azevedo Palhares, Emanuella |
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What is diversity made of in Youth and Adult Education (EJA) Understandings from the Epistemologies of the South |
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What is diversity made of in Youth and Adult Education (EJA) Understandings from the Epistemologies of the South |
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What is diversity made of in Youth and Adult Education (EJA) Understandings from the Epistemologies of the South |
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What is diversity made of in Youth and Adult Education (EJA) Understandings from the Epistemologies of the South |
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What is diversity made of in Youth and Adult Education (EJA) Understandings from the Epistemologies of the South |
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what is diversity made of in youth and adult education (eja) understandings from the epistemologies of the south |
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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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Portal de Periódicos Eletrônicos da UFRN |
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2023 |
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https://periodicos.ufrn.br/educacaoemquestao/article/view/32550 |
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oai:periodicos.ufrn.br:article-325502023-09-18T19:27:26Z What is diversity made of in Youth and Adult Education (EJA) Understandings from the Epistemologies of the South ¿De qué está hecha la diversidad en la Educación de Jóvenes y Adultos (EJA)? Entendimientos desde las Epistemologías del Sur Do que é feita a diversidade na EJA? Compreensões a partir das Epistemologias do Sul de Azevedo Palhares, Emanuella da Silva, Francisco Canindé Educação de Jovens e Adultos Diversidade Epistemologias do Sul Colonialidade do poder Youth and Adult Education Diversity Epistemologies of the South Coloniality of power Educación de Jóvenes y Adultos Diversidad Epistemologías del Sur Colonialidad del poder 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. Este artículo pretende reconocer la diversidad de los sujetos de la Educación de Jóvenes y Adultos (EJA) como forma de dar credibilidad y legitimidad a los saberes, acciones y luchas de grupos socialmente marginalizados, presentes en esta modalidad de enseñanza, pero que han sido invisibilizados. En esta investigación de naturaleza cualitativa, se presentan maneras de cómo se han producido los conocimentossignificaciones (Andrade, Caldas, Alves, 2019) acerca de la diversidad en el ámbito de las investigaciones académicas. Teóricamente, se utiliza el enfoque de las Epistemologías del Sur (Santos, 2009, 2016, 2020) y de la Colonialidad del Poder (Quijano, 2005, 2009) como referencias posibles de mejor percibir-destacar y construir inéditos-viables (Freire, 2002) a la modalidad, evitando el asesinato de la epistemología de saberes y el desperdicio de experiencias. Esperamos que este estudio posibilite giros epistemológicos que resulten en la superación de categorías unidimensionales que han orientado prácticas pedagógicas, curriculares de la EJA. Este artigo consiste em reconhecer a diversidade dos sujeitos da Educação de Jovens e Adultos (EJA) como forma de credibilizar e legitimar saberes, fazeres e lutas de grupos socialmente marginalizados presentes nessa modalidade de ensino, mas que têm sido invisibilizados. Nesta pesquisa de natureza qualitativa, apresentam-se maneiras de como os conhecimentossignificações (Andrade, Caldas, Alves, 2019) acerca da diversidade vêm sendo produzidos no âmbito das pesquisas acadêmicas. Teoricamente, utiliza-se a abordagem das Epistemologias do Sul (Santos, 2009, 2020) e da Colonialidade do Poder (Quijano, 2005, 2009), enquanto referências possíveis de melhor perceber-destacar e construir inéditos-viáveis (Freire, 2002) à modalidade, evitando o epistemicídio de saberes e o desperdício de experiências. Esperamos que este estudo possibilite reviravoltas epistemológicas que resultem na superação de categorias unidimensionais que têm orientado práticas pedagógicas, curriculares da EJA. Portal de Periódicos Eletrônicos da UFRN 2023-09-12 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf application/pdf https://periodicos.ufrn.br/educacaoemquestao/article/view/32550 Journal Education in Question; Vol. 61 No. 68 (2023): abr./jun. 2023 Educación en Cuestión; Vol. 61 Núm. 68 (2023): abr./jun. 2023 Revista Educação em Questão; v. 61 n. 68 (2023): abr./jun. 2023 1981-1802 0102-7735 10.21680/1981-1802.2023v61n68 por eng https://periodicos.ufrn.br/educacaoemquestao/article/view/32550/17441 https://periodicos.ufrn.br/educacaoemquestao/article/view/32550/17451 Copyright (c) 2023 Revista Educação em Questão http://creativecommons.org/licenses/by-nc-sa/4.0 |