Banca de DEFESA: IVAN DE MATOS E SILVA JUNIOR

Uma banca de DEFESA de DOUTORADO foi cadastrada pelo programa.
DISCENTE : IVAN DE MATOS E SILVA JUNIOR
DATA : 09/12/2019
HORA: 14:00
LOCAL: Faculdade de Educação
TÍTULO:

DECOLONIAL THOUGHT IN BIOGEOGRAPHY AND ITS CONTRIBUTIONS IN TEACHER EDUCATION

PALAVRAS-CHAVES:

Decoloniality. Science. Biogeographies. Teacher Education. Ecology of knowledges.

PÁGINAS: 300
GRANDE ÁREA: Ciências Humanas
ÁREA: Educação
SUBÁREA: Ensino-Aprendizagem
RESUMO:

When hegemonic systems of higher education, take on science as the world's reading parameter, they contribute to the invisibility of countless experiences, which start being produced in subordinate conditions, such as the doings-knowledges from diverse indigenous and Afro-Brazilian communities. Biogeography, a curricular component that integrates higher education in Geography and Biology teacher education majors, that have devoted little attention to these experiences, to the point of presenting gaps in studies and research,  not only in the intercultural approach (as a result of the scientism conception), but also in the articulation with questions related to the pedagogical dimension (as a result of the bacheloresque conception). In order to contribute to the overcoming of such shortcomings, this thesis proposes to join biogeography with concepts and issues arising out of the decolonial studies and research, and from teacher education. Thus, the guiding question is to understand how Biogeography can contribute to teacher education based on decolonial thinking. From this, we set out to the challenges and potentialities of decolonial thinking in Biogeography in the context of teacher education, through experiences conducted in a research-educational course . Therefore, the research design, a qualitative approach, involved bibliographic research as well as the realization of the said course, understood as research-educational device, comprising teachers, students, Geography and Biology teachers, and it occurred both in person as through the asynchronous use of an online room, with the ultimate aim of producing new interpretations that could articulate Decoloniality, biogeography and teacher education, seeking to understand aspects that transform biogeography in the science domain, from its own constitutive diversity; to understand how this diversity dialogues with decolonial studies and research and, finally, to evaluate the challenges and the contributions of Biogeography in a teacher education proposal  inspired by decoloniality. Among some indications, the research-formation pointed to the need not only to revisit concepts generally mobilized by Biogeography, but to adopt them in teacher education in a perspective committed to decoloniality. Thus, concepts such as natural resources, ecosystem service and natural capital have emerged as terms that need to be revised, while concepts such as epistemicide, environmental racism and decolonization of nature have emerged as important aspects in promoting increasingly symmetrical, porous and multi-referential relationships of concealment of the other.

MEMBROS DA BANCA:
Presidente - 1148606 - ROSILEIA OLIVEIRA DE ALMEIDA
Interno - 567.815.045-68 - CLAUDIA DE ALENCAR SERRA E SEPULVEDA - UEFS
Interno - 2920919 - BARBARA CARINE SOARES PINHEIRO
Externo à Instituição - SUELI ANGELO FURLAN - USP
Externo à Instituição - EDMEA OLIVEIRA DOS SANTOS - UFRRJ