The training of teachers at Sítio Barra da Espingarda in Caicó-RN in favor of Human Rights: The training of teachers at Sítio Barra da Espingarda in Caicó-RN in favor of Human Rights

The training of teachers at Sítio Barra da Espingarda in Caicó-RN in favor of Human Rights The training of teachers at Sítio Barra da Espingarda in Caicó-RN in favor of Human Rights

The collaboration of the Education Studies and Research Group in Paulo Freire (UFRN, 2022) in the in-service training of teachers at the Severino Paulino de Souza Municipal School, Barra da Espingarda Community, located in the rural area of ​​Caicó-RN. Explain the intercultural pedagogical practice...

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Bibliographic Details
Published in:Diversitas Journal Vol. 8; no. 2; pp. 965 - 979
Main Authors: Fernandes, Laize do Nascimento, Santos, Joseane Maria dos, Costa, Guilherme Augusto da Cruz, Silva, Katiane Pereira da, Melo, Maria Aparecida Vieira de
Format: Journal Article
Language:English
Published: Universidade Estadual de Alagoas 01-04-2023
Subjects:
Formação de professores. Interdisciplinaridade. Direitos Humanos
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Summary:The collaboration of the Education Studies and Research Group in Paulo Freire (UFRN, 2022) in the in-service training of teachers at the Severino Paulino de Souza Municipal School, Barra da Espingarda Community, located in the rural area of ​​Caicó-RN. Explain the intercultural pedagogical practice through in-service training for teachers in favor of more humanizing pedagogical practices, according to epistemological curiosity: How to promote in-service training for teachers in favor of more humanizing pedagogical practices? The methodological contribution was participant research (Brandão, 2007), with the methodological instrument of critical analytical/reflective narrative. Theoretical basis: Freire (1982); Fiorin (2008); Melo (2020) on the categories: teacher training, interdisciplinarity and intertranscultural curriculum The intertranscultural curriculum pedagogical workshop enabled us to verify that in-service training is very important, because it favors teachers to reflect on their knowledge/doing in the school context, thus recognizing that in practice they accomplish what they do not know in theory. Therefore, we believe that this action was essential to bring the University closer to the Basic School, contributing so that the inseparability between theory and practice can occur both for the students/monitors of the action and for the teachers in the classroom.
ISSN:2525-5215
2525-5215
DOI:10.48017/dj.v8i2.2564