Affirmative action a Brazilian universities in the Encontro de Saberes project

Abstract

This is a bibliographical review about the Encontro de Saberes project, characterized by the insertion of Traditional Masters in higher education as professors in curricular courses. It is intended to analyze this project as part and unfolding of the affirmative action policies. Access to traditional knowledge and practices in a direct relationship with the masters composes and deepens the process that aims not only at the admission of students of Afro-Brazilian and indigenous descent, but also at the inclusion of their knowledge, methodologies, epistemologies, with a view to overcoming colonizing approaches to the traditional people knowledge, as well as facing the Eurocentric, colonial and exclusionary model that structure universities. Through the study of the bibliography found, it is possible to infer that, in the Brazilian context, the Encontro de Saberes project has become a field of academic production and a reference for the formation of pedagogical, teaching and research practices in a multi-epistemic and counter-colonizing perspective, in reason for the ethical-racial, political, pedagogical, linguistic, institutional and epistemic fissures. The granting of the title of notorious knowledge to traditional masters in Brazilian universities is a great expression of these fissures in the Eurocentric academic model and reflects the current context of rooting and maturation of the Encontro de Saberes.