Resumo

BENZAQUEN, Júlia Figueredo  e  FERRAZ, Bruna Tarcilia. POLICIES AND CONTINUING TEACHER EDUCATION: A LOOK AT UNIVERSITY TEACHING FROM THE DECOLONIALITY OF EDUCATION. Eccos Rev. Cient. [online]. 2020, n.54, e17351.  Epub 03-Fev-2024. ISSN 1983-9278.  https://doi.org/10.5585/eccos.n54.17351.

The article aims to analyze the perception of university professors about continuing education practices of basic education teachers. Reflecting on their actions as trainers in these courses, professors reveal that basic education teacher training courses are privileged spaces for thinking about ways to decolonize teaching. We conducted interviews with course coordinators and university trainers who worked in specialization courses offered by the National Network of Initial and Continuing Education of School Professionals (RENAFORM), in 2014, at the Federal Rural University of Pernambuco (UFRPE) in Brazil. The courses’ policies and proposals were of a decolonial education, in the sense that they aimed at valuing other knowledges, as well as other subjects such as rural, indigenous and black people, children, etc. The conclusions are that there are limits to the process of implementing this policy and it is clear that a decolonial curriculum is not enough, a practice is also necessary. The university is enriched by the possibility of understanding the demands of the school, while school teachers are encouraged to continue to improve their postgraduate education. This exchange favors decoloniality, which is a construction process that foresees redefinitions both in the configuration of teaching professionalism and in the production of knowledge in continuing education courses.

Palavras-chave : Decoloniality of education; University teaching; Continuing education..

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