Programa Universidade Para Todos nos terreiros Ilê Axé Opô Afonjá e Templo e Escola Umbandista Mata Virgem: experiências cognitivas de aprendizagem multirreferencial e polilógica para a difusão do conhecimento

Abstract

This thesis intends to present the University for All Program – UPT as proof of an affirmative policy of reparation, in an experience of inclusion for training at a university, aimed at groups that have been historically segregated and supported by the concept of equity described in the 1988 Constitution. The UPT is shown from a perspective of inclusion and reparation and, to understand this statement, we intend to investigate the cognitive, multi-referential and polylogical learning experience of students at the centers of Terreiros Ilê Axé Opô Afonjá and Templo e Escola Umbandista Mata Virgem, based on an argumentative construction on the inclusive perspective looking at affirmative policies and also on the discriminatory repair of the Terreiros space, including in education, in the Northeast Region, encouraged by the UPT, considering the low Basic Education Development Index (IDEB) in that region. In this trajectory, identifying the elements involved in assimilation, transversality, intersectionality, (in)formation and diffusion of knowledge, as a public good, in the mobilization and social change of those involved.

This thesis intends to present the University for All Program – UPT as proof of an affirmative policy of reparation, in an experience of inclusion for training at a university, aimed at groups that have been historically segregated and supported by the concept of equity described in the 1988 Constitution. The UPT is shown from a perspective of inclusion and reparation and, to understand this statement, we intend to investigate the cognitive, multi-referential and polylogical learning experience of students at the centers of Terreiros Ilê Axé Opô Afonjá and Templo e Escola Umbandista Mata Virgem, based on an argumentative construction on the inclusive perspective looking at affirmative policies and also on the discriminatory repair of the Terreiros space, including in education, in the Northeast Region, encouraged by the UPT, considering the low Basic Education Development Index (IDEB) in that region. In this trajectory, identifying the elements involved in assimilation, transversality, intersectionality, (in)formation and diffusion of knowledge, as a public good, in the mobilization and social change of those involved.