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

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 Tremembé Indigenous Magisterium Course - MITS. The research had a qualitative approach, with documentary research, focus group interviews, and participant observation in meetings with the Tremembé 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 Tremembé culture, being finally considered an experience of in pedagogical inovation in the university context. As políticas de ampliação e interiorização do ensino superior, assim como as das ações afirmativas, estimulam o acesso de indivíduos e grupos representantes da diversidade cultural constituinte da sociedade à universidade, o que gera uma atmosfera de multiculturalidade, e desafia os modelos epistemológicos tradicionais estruturantes da maioria dos currículos que dão base para práticas, procedimentos pedagógicos e construção de conhecimentos neste contexto educacional. Reconhece-se que desafios como esses evocam inovação pedagógica na universidade, e esta requer construções curriculares democráticas que favoreçam a interculturalidade e a inclusão social. Este artigo tem como objetivo apresentar uma discussão sobre inovação curricular no contexto un