Interculturalidade na formação inicial de pedagogos (as): análise da compreensão de discentes do curso de pedagogia da Universidade Federal do Amapá

Abstract

This discussion is based on the perspective of critical interculturality, understood as a theoretical and methodological framework for reflecting on the cultural conceptions and practices embedded in the initial training of educators at the Federal University of Amapá (UNIFAP). In this context, the research is guided by the following question: What is the understanding of graduating students of the Pedagogy Course at the Federal University of Amapá (UNIFAP) regarding interculturality in the initial training of educators? In this direction, the general objective was to analyze the understanding of Pedagogy students about the presence of interculturality in the initial training of educators at UNIFAP, Marco Zero campus. Additionally, the specific objectives of the research were: 1) To discuss the concepts and perspectives of interculturality and intercultural education in the initial training of educators in the Amapá region of the Amazon, contextualizing the historical background and political panorama of the emergence of this discussion interculturality and its relationship with the construction of a plural society; 2) To verify the presence of knowledge related to intercultural discussion in the curriculum and in the Pedagogical Project of the Pedagogy Course (PPC) at UNIFAP; 3) To understand to what extent the graduating Pedagogy students at UNIFAP had access to debates and reflections on the intercultural curriculum in the initial training of the pedagogue. The methodology adopted was qualitative, with a case study approach. The research locus was the Pedagogy course at UNIFAP, Marco Zero campus. The participants were students in the 7th semester of the course. For data collection, a semi-structured questionnaire was applied, aiming to outline the socioeconomic profile of the participants and its relationship with the Pedagogy course. In addition, as the main data collection technique, a focus group was conducted with eight participants, with the aim of understanding to what extent interculturality was present in their journey. of these students. The data analysis was conducted through content analysis, according to Bardin (2011). With the results of this research, it was possible to establish a dialogue with higher education focused on teacher training, seeking a critical discussion about interculturality, not just as a banner for valuing diversity, but as a truly emancipatory and political tool. The research results indicated, through the understanding of the participants, how interculturality and its developments have been addressed in the Pedagogy course at UNIFAP. The data showed that, although there is recognition of the importance of the subject, structural and pedagogical advances are still needed. Aspects such as constant course evaluation, the creation of spaces open to dialogue, and the implementation and revitalization of the Course Pedagogical Project (PPC) emerge as key elements for building a pluralistic, democratic, and intercultural education. Such measures are essential for the course to respond to the social and territorial demands of the Amapá Amazon, promoting an education that values differences and local knowledge.