Privilégio e Interseccionalidade no Ensino Superior: sequência didática para docentes dos Cursos de Relações Internacionais e de Tecnologia em Comércio Exterior da UEPA

Abstract

This work presents the development process and results of a Professional Master's in Teaching research that designed and tested a didactic sequence on privileges and intersectionality in Higher Education, aimed at teachers working in the Bachelor's Degree in International Relations (IR) and Foreign Trade Technology (COMEX) at the State University of Pará (UEPA). To this end, studies on the processes of democratization of Higher Education in Brazil were deepened, the concepts of Privilege and Intersectionality, as well as on different types of prejudices. Among the theoretical methodological foundations that guided the development of this research and the conception and testing of the proposed didactic sequence, we highlight Akotirene (2022), Almeida (2019), Barbosa e Silva (2017), Bento (2022), Carine (2023), Colins and Bilge (2021), Oliveira (2021), Ribeiro (2023), Santos e Silva (2018), Skidmore (1976), Souza (2022), Zabala (1998) among others. This research has applied and exploratory nature and the procedures adopted were guided by a qualitative approach (bibliographical, documentary research, interviews, among others). In total, the research comprised six methodological phases: (i) Bibliographic and documentary survey for theoretical deepening; (ii) Definition and diagnosis of the intervention context; (iii) Design of the educational product; (iv) Carrying out a pilot action to apply the educational product; (v) Systematization and analysis of Results; (vi) Review and systematization of the educational product. Among the concepts and themes explored in the didactic sequence, in expository moments, and through playful dynamics and discussions, the main ones were: (i) Concept of Privilege; (ii) Privilege and Education Relation; (iii) Public policies and the democratization of Higher Education in Brazil; (iv) Racism and its social implications; (v) Intersectionality: a possible analytical path. Among the results achieved, the involvement and collaboration of teachers from the IR and COMEX courses from UEPA stand out, who not only participated in the pilot action based on the sequence, but also gave important feedback for the review and improvement of the final version of the educational product. We also believe that the training proposal revealed by the sequence is relevant and significant for its participants, as confirmed through the reports and through the results obtained in the evaluation form filled out by the teachers. We also consider that this proposal has potential for replication as it is a learning facilitating mechanism, which extends to other courses at the Center of Natural Sciences and Technology (CCNT) and other UEPA campuses. As a space that promotes education, the Brazilian public university, due to its mission of bringing together a diversity of people, needs to commit to and be open to these discussions, especially those that encourage the adoption of dialogical and respectful attitudes towards individuals in their pluralities of profiles and origins.