Da práxis de-colonial e intercultural no ensino superior indígena : andante ma non troppo

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dc.contributor.authorGuilherme, Manuela
dc.contributor.authorLourenço, Filipa
dc.contributor.institutionCeIED (FCT) - Centro de Estudos Interdisciplinares em Educação e Desenvolvimento
dc.contributor.institutionUniversidade Lusófona
dc.date.issued2015
dc.descriptionPublisher Copyright: © 2016, Edicoes Universitarias Lusofonas. All rights reserved.
dc.description.abstractThis article starts with a theoretical discussion about the local, national and global demands towards higher education institutions in current times as a backdrop for the introduction of the epistemological and ontological challenges undertaken by the recently created indigenous intercultural universities in Latin America. The calls for internationalization and transnationalization addressed to higher education institutions by national governments, transnational organizations and above all by the global academic context itself does not allow them to ignore intercultural experiments and innovations being carried out anywhere in the globe. As a result of the paradox between hegemonic globalization and the increasing visibility of outcast groups in higher education, university management needs to tackle enormous challenges, both with regard to curriculum development and to the coordination of extension/research activities, in order to meet the expectations of an increasingly diverse and mobile societies. The text also focuses on disregarded ontological and epistemological perspectives that university knowledge must consider, translate and compare/contrast in order to endorse the search for an “ecology of knowledges” which we believe may come to inspire the future of the academic world. Finally, this article provides some examples selected both from a political foundational document, the Constitution of the Plurinational State of Bolivia, and from an account of an academic experiential praxis carried out by a higher education institution there, with the involvement of a local indigenous community.en
dc.identifier.citationGuilherme, M & Lourenço, F 2015, 'Da práxis de-colonial e intercultural no ensino superior indígena : andante ma non troppo', Revista Lusófona de Educação, vol. 31, no. 31, pp. 179-197.
dc.identifier.issn1646-401X
dc.identifier.urlhttps://www.scopus.com/pages/publications/84958982241
dc.language.isopor
dc.peerreviewedyes
dc.publisherUniversity of Lusophone Humanities and Technology
dc.relation.ispartofRevista Lusófona de Educação
dc.rightsopenAccess
dc.subjectEDUCAÇÃO
dc.subjectEDUCAÇÃO INTERCULTURAL
dc.subjectENSINO SUPERIOR
dc.subjectHIGHER EDUCATION
dc.subjectDESCOLONIZAÇÃO
dc.subjectEPISTEMOLOGIA
dc.subjectAMÉRICA LATINA
dc.subjectEDUCATION
dc.subjectINTERCULTURAL EDUCATION
dc.subjectDECOLONISATION
dc.subjectEPISTEMOLOGY
dc.subjectLATIN AMERICA
dc.titleDa práxis de-colonial e intercultural no ensino superior indígena : andante ma non troppopt
dc.typearticle

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Revista Lusófona de Educação n.º 31 (2015)