Analysis of educational practices and ancestrality: a holistic and complex pedagogical perspective in the school context

Abstract

For a long time, particular importance has been attributed to the teacher's role as the mediator of knowledge and culture in the school environment, responsible for enabling, through their practices, the understanding of ancestry as an intrinsic characteristic of a diverse society, and for stimulating intercultural dialogue. Therefore, within the scope of epistemological principles, this work falls within the qualitative paradigm of a bibliographic nature. The choice of this paradigm is associated with the fact that the research seeks to analyze educational practices from a pedagogical, holistic, and complex perspective, aiming to understand their intrinsic relationship with ancestry in the school context. Throughout the article, evidence and bibliographical references are presented that support the different conceptions of educational practices and ancestry presented therein. As for the organization and writing of the text, by considering them as a process, it is understood that the adequate choice of the title, followed by an inviting abstract and a well-constructed introduction, denote satisfactory conditions for the material, after publication, to be accessed and have its reach expanded. Having done so, we have prepared the ground to delve into the methodological foundations and reinforce the idea that the mobilization between the approach, the type of research, and the theoretical framework to analyze them, lends rigor to the text. This bibliographic article concludes that integrating ancestry into educational practices is a profound reconfiguration of teaching and learning, essential for an education that is truly geared towards cultural diversity.