Inter-Intencionalidades compartilhadas no processo inclusivo da sala de aula no ensino superior: uma investigação interdisciplinar

Abstract

The present Brazilian educational context has provided the access of many minority groups (coming from ethnic, social and cultural diversities) to undergraduate courses in our colleges and universities. Nevertheless, we can notice that our superior institutions still maintain an ideological/temporal/technical structure of curricula, objecting to homogenize culture in a universal approach.

Understanding that differences are product of culture, power and ideology, this research tries to demonstrate that sometimes, critical incidents which occur in our classrooms may arise questions to the real intentionality of our curricular structure and can provide reflections to new and re-conceptualized forms of teaching on contexts of diversity. It analyses the formulation process of a diverse intercultural curriculum, formed within the experience of multicultural students since the critical incident in this work is played by authors and actors as Indians (pankararu), deaf students (teachers of deaf children), foreign students and the so-called regular students of the course, joined together in a Pedagogy classroom named NB team .

First, the researcher tries to re-conceptualize her ideas of the intentionality of the educative practice by an interdisciplinary and critical approach, trying to contribute to create an appropriated and hybrid methodology to work with this specific group of students. Then, she tries to portrait the participants expectations and actions by stressing the process more than the results. The movement made from the ego-researcher and the we/researchers permits her to create ontological ordinances, epistemological amplitudes and axiological enlargements in her educative practice.

Developed from FAZENDA s approach of interdisciplinary research - which understands that a scientific study must include the researcher s own existence (his history- life), joined together with epistemological and axiological extensions (enlargements) and that attitudes like humble posture, respect, waiting, detachment, hearing, are essentials in overcoming postures characterized by ethnocentric features and creating educative contexts of solidarity - the study tries to introduce something new to the multicultural dialogue, to equalize terms with old and new theories, to find the comprehension of inter/spaces, intertwining knowledge and feeling in an interstitial and interdisciplinary practice.