KNOWLEDGE, ECOLOGY OF KNOWLEDGE AND CRITICAL INTERCULTURAL EDUCATION
building paths
DOI:
https://doi.org/10.12957/periferia.2024.82523Keywords:
School knowledge; , Ecology of knowledge; , Academic production; , Critical intercultural educationAbstract
Questions concerning knowledge are central to school education, where a view that only scientific knowledge is recognized as legitimate and relevant generally prevails, reinforcing a monocultural and universalizing perspective. However, in recent years, discussions and inquiries have intensified, both within academia and social movements, for the recognition and appreciation of the plurality of knowledge present in society and schools. In this context, the contributions of Boaventura Sousa Santos, particularly regarding the ecology of knowledge, have played a fundamental role. This study aims to deepen the understanding of the concept of ecology of knowledge, authored by Boaventura, as well as to identify its appropriation in academic production within the educational field. To this end, three research platforms were consulted: CAPES Theses and Dissertations Catalog, ANPEd Proceedings, and SciELO. We present and analyze the data obtained, reflecting on the contributions of the ecology of knowledge to the development of critical intercultural education processes.
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