EPISTEMOLOGICAL BASES IN ACADEMIC EDUCATION

A PERCEPÇÃO DISCENTE SOBRE AS MATRIZES DO SABER EM CURSOS DE GRADUAÇÃO DA UFPE

Abstract

This article explores the students' perception about the epistemologies experienced in undergraduate courses in Geography, Bachelors, Accounting and Literature, at UFPE. In order to access the epistemological universe triggered by the teaching to the student's apprehension, an online questionnaire was applied in order to understand the nature of these knowledge matrices, with the ultimate purpose of verifying if there is a harmonization between the spaces given to the historically subalternized authorships in the same way that the hegemonic referential of Eurocentric base is explored. Therefore, the validity of a verticalizing, Cartesian-positivist, Eurocentric-colonialist perspective was established with regard to the epistemological bases taken as a bibliographic reference to the classes, given the primacy of authorship components of the references from the North, to the detriment of those from the colonized South . Therefore, based on the theoretical foundation of Soares (2001) and Ribeiro (1993), regarding education, Henriques (2021, 2019) alluding to critical education, and Assupção (2004) and Fávero (2006), for the debate between North and South epistemologies in the academic scenario, the role of higher education in the inclusive formation of citizens and professionals in South American societies will be discussed.