English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Plus annual

Presents the access of premium content as premium feature

Premium Content

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Tools annual

Global: Zendy Free Plan

Global: Zendy Tools monthly

Global: Zendy Plus monthly

The policies of expansion and internalization of higher education, as well as those of affirmative actions, stimulate the access of individuals and groups representing the cultural diversity that constitutes society to the university, which generates an atmosphere of multiculturality and challenges the traditional epistemological models structuring of most of the curricula that provide the basis for practices, pedagogical procedures and knowledge construction in this educational context. It is recognized that challenges such as these evokes pedagogical innovation in the university and this requires democratic curricular constructions that favor interculturality and social inclusion. This article aims to present a discussion on curricular innovation in the university context based on the analysis of research data on the principles and procedures of the process of construction and curriculum development of the Superior Tremembe Indigenous Magisterium Course - MITS. The research had a qualitative approach, with documentary research, focus group interviews, and participant observation in meetings with the Tremembe community. The process of construction and curriculum development of the MITS showed the protagonism of a specific ethnic, cooperative and collaborative group that challenged the university to recognize new authorship in the perspective of knowledge production. It provoked ruptures with the moorings of the traditional model of university curriculum incorporating the socio-historical dimension of the knowledge, generating possibilities of intercultural dialogues between the academic culture and the Tremembe culture, being finally considered an experience of in pedagogical inovation in the university context.

Inovação curricular no contexto universitário: a experiência do curso Magistério Indígena Tremembé Superior