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Advisor(s)
Abstract(s)
A minha reflexão parte de três ideias principais: 1) a noção de vida líquida que, segundo Bauman, define a sociedade atual que resiste a manter qualquer traço permanente; 2) a defesa de que a educação deve preparar para o que não se conhece, uma ideia que decorre da primeira; e finalmente 3) que a educação intercultural deve assumir uma perspetiva crítica na linha de Catherine Walsch, Martha Nussbaum e Michael Byram, autores ligados a uma pedagogia socrática de autoconsciência e autodeterminação. Estes três eixos devem ser conjugados com a resposta a questões que implicam uma cooperação internacional tendo em vista o agir coletivo no sentido de uma maior humanização da sociedade. A cooperação internacional exige abertura para pensar fora dos limites e da aplicação de receitas prévias, enfim, uma pedagogia questionante e interventiva em vez de acrítica.
My reflection is based on three main ideas: 1) the notion of liquid life which, according to Bauman, defines the current society that resists to maintain any permanent trait; 2) the defense that education should prepare for what is not known, an idea that stems from the first; and 3) that intercultural education should take a critical perspective along the lines of Catherine Walsch, Martha Nussbaum and Michael Byram, authors linked to a Socratic pedagogy of self-awareness and self-determination. These three axes should be combined with the answer to questions that require international cooperation in order to act collectively in the direction of a greater humanization of society. International cooperation requires openness to think outside the limits and application of previous recipes, in short, a questioning and interventionist rather than uncritical pedagogy.
My reflection is based on three main ideas: 1) the notion of liquid life which, according to Bauman, defines the current society that resists to maintain any permanent trait; 2) the defense that education should prepare for what is not known, an idea that stems from the first; and 3) that intercultural education should take a critical perspective along the lines of Catherine Walsch, Martha Nussbaum and Michael Byram, authors linked to a Socratic pedagogy of self-awareness and self-determination. These three axes should be combined with the answer to questions that require international cooperation in order to act collectively in the direction of a greater humanization of society. International cooperation requires openness to think outside the limits and application of previous recipes, in short, a questioning and interventionist rather than uncritical pedagogy.
Description
Keywords
Estudos globais Educação intercultural Cidadania global Curriculo global
Citation
Sequeira, Rosa Maria - Interculturalidade crítica e globalização. In Luna, José Marcelo, org. - Internacionalização do currículo [Em linha]: educação, interculturalidade, cidadania global. Campinas: Pontes Editores, 2016. ISBN 978-85-7113-738-7. p. 55-70
Publisher
Pontes Editores