Biblioteca Digital de VanguardiaIntercultural dialogue and teacher training in the ANPED (2002-2015): is inclusion or exclusion?
This article comes from a mapping carried out in the Working Group (WG) 8 of the National Association of Postgraduate and Research in Education (ANPEd) that deals with teacher education. The objective of this study is to investigate the academic production of articles that were approved in the afore...
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| Formato: | info:eu-repo/semantics/article |
| Lenguaje: | Portugués |
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Universidade Estadual Paulista, Faculdade de Ciências e Letras de Araraquara
2017
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| Acceso en línea: | https://periodicos.fclar.unesp.br/rpge/article/view/10194 http://biblioteca-repositorio.clacso.edu.ar/handle/CLACSO/65807 |
| _version_ | 1782334752249872384 |
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| author | Souza, Sawana Araújo Lopes de |
| author_facet | Souza, Sawana Araújo Lopes de |
| author_sort | Souza, Sawana Araújo Lopes de |
| collection | Repositorio |
| description | This article comes from a mapping carried out in the Working Group (WG) 8 of the National Association of Postgraduate and Research in Education (ANPEd) that deals with teacher education. The objective of this study is to investigate the academic production of articles that were approved in the aforementioned academic event between the years 2002 and 2015 and their correlation with the field of teacher education. This academic production is analyzed on the basis of Freire (1996), Gatti (2011), who deal with teacher training and, for intercultural dialogue, we base ourselves on Latin American authors such as Candau & Russo (2010), Walsh (2007,2009 ), Santos (2010). In addition, methodologically, it is characterized by being of the qualitative and documentary type. For analysis of the data we adopted as a technique the content analysis of Bardin (2011). We conclude that teacher training, both initial and continuing, must have a debate on interculturality, since there is interaction between cultures in both school and university settings. Furthermore, based on this mapping, we find that this debate still has little representation in ANPEd (2002-2015), that is, 1% of scientific research. |
| format | info:eu-repo/semantics/article |
| id | clacso-CLACSO65807 |
| institution | CLACSO, Repositorio Digital |
| language | Portugués |
| publishDate | 2017 |
| publisher | Universidade Estadual Paulista, Faculdade de Ciências e Letras de Araraquara |
| record_format | greenstone |
| spelling | clacso-CLACSO658072022-03-18T19:30:02Z Intercultural dialogue and teacher training in the ANPED (2002-2015): is inclusion or exclusion? El diálogo intercultural y la formación de profesores en la ANPED (2002-2015): ¿hay la inclusión o exclusión? O diálogo intercultural e a formação de professores na ANPED (2002-2015): há a inclusão ou exclusão? Souza, Sawana Araújo Lopes de Intercultural dialogue. Teacher training. ANPEd. Exclusion space. Diálogo intercultural. Formación de profesores. ANPEd. Espacio de exclusión. Diálogo intercultural. Formação de professores. ANPEd. Espaço de exclusão. This article comes from a mapping carried out in the Working Group (WG) 8 of the National Association of Postgraduate and Research in Education (ANPEd) that deals with teacher education. The objective of this study is to investigate the academic production of articles that were approved in the aforementioned academic event between the years 2002 and 2015 and their correlation with the field of teacher education. This academic production is analyzed on the basis of Freire (1996), Gatti (2011), who deal with teacher training and, for intercultural dialogue, we base ourselves on Latin American authors such as Candau & Russo (2010), Walsh (2007,2009 ), Santos (2010). In addition, methodologically, it is characterized by being of the qualitative and documentary type. For analysis of the data we adopted as a technique the content analysis of Bardin (2011). We conclude that teacher training, both initial and continuing, must have a debate on interculturality, since there is interaction between cultures in both school and university settings. Furthermore, based on this mapping, we find that this debate still has little representation in ANPEd (2002-2015), that is, 1% of scientific research. El presente artículo surge de un mapeo realizado en el Grupo de Trabajo (GT) 8 de la Asociación Nacional de Post-Graduación e Investigación en Educación (ANPEd) que trata acerca de la formación de profesores. El objetivo de este estudio es investigar la producción académica de los artículos que fueron aprobados en el mencionado evento académico entre los años 2002 y 2015 y su correlación con el campo de la formación de profesores. Esta producción académica se analiza con base en Freire (1996), Gatti (2011) que tratan sobre la formación de profesores y para el diálogo intercultural nos basamos en autores latinoamericanos como Candau & Russo (2010), Walsh (2007,2009), Santos (2010). Además, metodológicamente, se caracteriza por ser del tipo cualitativo y documental. Para el análisis de los datos adoptamos como técnica el análisis de contenido de Bardin (2011). Concluimos que la formación de profesores tanto inicial y continuada necesita tener el debate de la interculturalidad, pues hay interacciones entre las culturas tanto en el espacio escolar y en las universidades. Además, con base en este mapeo, constatamos que este debate, aún, tiene poca representatividad en la ANPEd (2002-2015), o sea, el 1% de las investigaciones científicas. O presente artigo surge de um mapeamento realizado no Grupo de Trabalho (GT) 8 da Associação Nacional de Pós-Graduação e Pesquisa em Educação (ANPEd) que trata a respeito da formação de professores. O objetivo deste estudo é investigar a produção acadêmica dos artigos que foram aprovados no mencionado evento acadêmico entre os anos 2002 e 2015 e a sua correlação com o campo da formação de professores. Essa produção acadêmica é analisada com base em Freire (1996), Gatti (2011) que tratam sobre a formação de professores e, para o diálogo intercultural nos baseamos em autores latino-americanos como Candau & Russo (2010),Walsh (2007,2009), Santos (2010). Além disso, metodologicamente, caracteriza-se por ser do tipo qualitativa e documental. Para análise dos dados adotamos como técnica a análise de conteúdo de Bardin (2011). Concluímos que a formação de professores tanto inicial como continuada precisa ter o debate da interculturalidade, pois existem interações entre as culturas tanto no espaço escolar quanto nas universidades. Além disso, com base neste mapeamento, constatamos que este debate, ainda, possui pouca representatividade na ANPEd (2002-2015), ou seja, 1% das pesquisas cientificas. 2017-11-01 2022-03-18T19:30:02Z 2022-03-18T19:30:02Z info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion https://periodicos.fclar.unesp.br/rpge/article/view/10194 10.22633/rpge.v21.n.esp2.2017.10194 http://biblioteca-repositorio.clacso.edu.ar/handle/CLACSO/65807 por https://periodicos.fclar.unesp.br/rpge/article/view/10194/7021 Copyright (c) 2017 Revista on line de Política e Gestão Educacional application/pdf Universidade Estadual Paulista, Faculdade de Ciências e Letras de Araraquara Revista on line de Política e Gestão Educacional; v. 21, n. esp. 2, nov./2017 - Dossiê “Inclusão e diversidade, exclusão, formação de professores”; 1135-1151 1519-9029 10.22633/rpge.v21.n.esp2.2017 |
| spellingShingle | Intercultural dialogue. Teacher training. ANPEd. Exclusion space. Diálogo intercultural. Formación de profesores. ANPEd. Espacio de exclusión. Diálogo intercultural. Formação de professores. ANPEd. Espaço de exclusão. Souza, Sawana Araújo Lopes de Intercultural dialogue and teacher training in the ANPED (2002-2015): is inclusion or exclusion? |
| title | Intercultural dialogue and teacher training in the ANPED (2002-2015): is inclusion or exclusion? |
| title_full | Intercultural dialogue and teacher training in the ANPED (2002-2015): is inclusion or exclusion? |
| title_fullStr | Intercultural dialogue and teacher training in the ANPED (2002-2015): is inclusion or exclusion? |
| title_full_unstemmed | Intercultural dialogue and teacher training in the ANPED (2002-2015): is inclusion or exclusion? |
| title_short | Intercultural dialogue and teacher training in the ANPED (2002-2015): is inclusion or exclusion? |
| title_sort | intercultural dialogue and teacher training in the anped (2002-2015): is inclusion or exclusion? |
| topic | Intercultural dialogue. Teacher training. ANPEd. Exclusion space. Diálogo intercultural. Formación de profesores. ANPEd. Espacio de exclusión. Diálogo intercultural. Formação de professores. ANPEd. Espaço de exclusão. |
| url | https://periodicos.fclar.unesp.br/rpge/article/view/10194 http://biblioteca-repositorio.clacso.edu.ar/handle/CLACSO/65807 |