A Universidade e a pluridiversidade epistemológica : a construção do conhecimento em função de outros paradigmas epistemológicos não ocidentocêntricos
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2013
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Edições Universitárias Lusófonas
Resumo
No nosso tempo, as questões relativas à universidade e educação superior
trazem consigo grandes incertezas, quer no que diz respeito às funções da universidade nas sociedades contemporâneas, à sua organização interna, às
relações que estabelecem com os centros de poder político, económico e financeiro
quer relativas à inclusão de novos públicos, ao saber que se transmite
e à relação entre ensino, investigação e inovação. As questões que nos inquietam
relacionam-se com a dimensão epistemológica da universidade, ou seja, como ela será capaz ou não de incorporar outros modelos de racionalidade e
outras epistemologias que resultam da diversidade e riqueza culturais existentes no mundo. A partir de algumas propostas e análises teóricas (Bernheim & Chauí, Estermann, Freire, Nóvoa, Santos, Teodoro), defende-se a tese de que as universidades convencionais, pelos seus compromissos com o poder económico-
financeiro e com as agendas internacionais impostas pelas organizações
neoliberais, pela sua estrutura ainda colonial e pelo grau de colonialidade que
invade as dimensões do poder e do conhecimento, não têm capacidade para
incluir os diversos saberes e promover a interculturalidade. Apresentam-se
algumas experiências inovadoras de educação superior na América Latina, sobretudo as universidades interculturais que, enraizadas nas comunidades indígenas
e afrodescendentes, os seus projetos pretendem responder aos anseios e necessidades dos povos e nações que historicamente foram excluídos dos
processos de construção social. Apresenta-se a proposta de Boaventura Santos
da universidade popular dos movimentos sociais (UPMS) e recuperam-se os
princípios do pensamento de Paulo Freire aplicados a uma educação superior
emancipatória e popular.
In our time, the issues related to university and higher education bring great uncertainties, either as far as the role of universities in modern society, their internal organization, the relationships it establishes with the political economic and financial powers are concerned, or concerning the inclusion of new audiences, due to the knowledge which is passed on and due to the relationship between education, research and innovation. The issues we are concerned about are related to the epistemological dimension of the university, i.e., how it will be able or not to incorporate other models of rationality and other epistemologies which result from the cultural diversity and wealth existing in the world. Based on some proposals and theoretical analysis (Bernheim & Chauí, Estermann, Freire, Nóvoa, Santos, Teodoro), it is considered that the conventional universities, due to their commitments with the economic and financial power and with the international agendas imposed by neo-liberal organizations, due to their still colonial structure and due to the degree of coloniality which invades the dimensions of power and knowledge, do not have the capacity to include wider knowledge and promote interculturality. There are some innovative experiences of higher education in Latin America especially the intercultural universities which are rooted in indigenous and Afro-descendants communities and their projects seek to respond to the concerns and needs of the peoples and nations which have been historically excluded from social construction processes. There is Boaventura Santos’s proposal of the popular university of social movements (UPMS) and Paulo Freire’s principles of thought are regained applied to an emancipatory and popular higher education.
In our time, the issues related to university and higher education bring great uncertainties, either as far as the role of universities in modern society, their internal organization, the relationships it establishes with the political economic and financial powers are concerned, or concerning the inclusion of new audiences, due to the knowledge which is passed on and due to the relationship between education, research and innovation. The issues we are concerned about are related to the epistemological dimension of the university, i.e., how it will be able or not to incorporate other models of rationality and other epistemologies which result from the cultural diversity and wealth existing in the world. Based on some proposals and theoretical analysis (Bernheim & Chauí, Estermann, Freire, Nóvoa, Santos, Teodoro), it is considered that the conventional universities, due to their commitments with the economic and financial power and with the international agendas imposed by neo-liberal organizations, due to their still colonial structure and due to the degree of coloniality which invades the dimensions of power and knowledge, do not have the capacity to include wider knowledge and promote interculturality. There are some innovative experiences of higher education in Latin America especially the intercultural universities which are rooted in indigenous and Afro-descendants communities and their projects seek to respond to the concerns and needs of the peoples and nations which have been historically excluded from social construction processes. There is Boaventura Santos’s proposal of the popular university of social movements (UPMS) and Paulo Freire’s principles of thought are regained applied to an emancipatory and popular higher education.
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Revista Lusófona de Educação
Palavras-chave
EDUCAÇÃO, EDUCATION, ENSINO SUPERIOR, HIGHER EDUCATION, NEOLIBERALISMO, NEOLIBERALISM, UNIVERSIDADES, UNIVERSITIES, EPISTEMOLOGIA, EPISTEMOLOGY, FREIRE, PAULO