The Narratives of an Indigenous Cree, a Brazilian, and a Canadian about Vulnerability, Privilege, and Responsibility in Anti-Racist Teacher Education
AUTOR(ES)
Bengezen, Viviane C.
FONTE
Rev. bras. linguist. apl.
DATA DE PUBLICAÇÃO
25/11/2019
RESUMO
RESUMO Neste artigo, as autoras têm o objetivo de expor uma experiência vivida e a composição de sentidos construída por elas, ao participarem de uma simulação da história do contato entre europeus e povos indígenas no país hoje chamado de Canadá e investigarem suas histórias dentro do espaço tridimensional da pesquisa narrativa. Considerando a ética relacional, as formadoras de professores e pesquisadoras viveram, contaram, recontaram e reviveram as histórias de suas próprias experiências, co-compondo histórias de formação antirracista de professores, ludicidade, inclusão, privilégio e responsabilidade, a partir de seus olhares de indígena Cree, de brasileira e de canadense, rumo a uma compreensão mais profunda sobre a descolonização da educação.ABSTRACT In this article, the authors aim at presenting a lived experience and the meaning-making constructed by them as they participate in a simulation of the history of contact between Europeans and Indigenous peoples in the country now named Canada and inquire into their stories within the three-dimensional narrative inquiry space. Considering relational ethics, the teacher educators and researchers lived, told, retold, and relived the stories of their own experiences, co-composing stories of anti-racist teacher education, playfulness, inclusion, privilege, and responsibility, through the eyes of an Indigenous Cree, a Brazilian, and a Canadian woman, towards increasing understanding of decolonizing education.
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