dc.contributor | Barcelos, Valdo Hermes de Lima | |
dc.contributor | http://lattes.cnpq.br/7447760896466057 | |
dc.contributor | Scott Junior, Valmor | |
dc.contributor | http://lattes.cnpq.br/9806421589183882 | |
dc.contributor | Kunz, Elenor | |
dc.contributor | http://lattes.cnpq.br/0451631464832830 | |
dc.contributor | Pasini, Carlos Giovani Delevati | |
dc.contributor | http://lattes.cnpq.br/1650023016011798 | |
dc.contributor | Freitas, José Vicente de | |
dc.contributor | http://lattes.cnpq.br/8574036360771980 | |
dc.creator | Maders, Sandra | |
dc.date.accessioned | 2018-06-11T21:22:09Z | |
dc.date.accessioned | 2019-05-24T20:32:27Z | |
dc.date.available | 2018-06-11T21:22:09Z | |
dc.date.available | 2019-05-24T20:32:27Z | |
dc.date.created | 2018-06-11T21:22:09Z | |
dc.date.issued | 2017-06-30 | |
dc.identifier | http://repositorio.ufsm.br/handle/1/13358 | |
dc.identifier.uri | http://repositorioslatinoamericanos.uchile.cl/handle/2250/2841819 | |
dc.description.abstract | This research work, which I present as a requirement for obtaining a PhD in Education,
in the Training and Knowledge and Professional Development Line (PPGE-UFSM), is a
continuation of the Master's Degree in Education research developed at this same
institution. This work seeks to offer theoretical and epistemological subsidies for
Teacher Education in general and for Indigenous School Education in particular, based
on the propositions of Biology of Knowing and Biology of Amar, that is, from the
biological- Relationship in an intercultural dialogue perspective. For the development of
this PhD work, qualitative research activities were carried out: documentary, of a
theoretical-epistemological nature. This perspective is in agreement with the
methodological proposition that research in the social sciences is of an eminently
qualitative character (MINAYO 1989; DEMO 1990; COSTA, 2002). The reference
framework that guided the researcher's "investigative and reflective look" (BARCELOS,
2005) in the sense of "research information production" (JACQUES GAUTHIER, 1998)
is to establish dialogues that favor intercultural aspects (CANCLINI, 2003a ) With
imagery and representations on the issues of indigenous culture and the training of
teachers in general and in particular for indigenous school education. I believe that this
work can contribute to thinking about a differentiated teacher training, since it will be in
search of alternatives to deal with the challenges posed to education, taking into
account the intense transformations that occurred in the world today. Thus, one of the
main objectives of this research was to demystify the image we have built throughout
our history on the Indians, as well as to deepen the contributions of some
epistemological propositions of the thinker Humberto Maturana for the construction of a
more solidary education with the indigenous communities. An education that promotes
the respectful construction of cultural dialogue. The studies show that, in order for
Indigenous School Education to take place in these principles of solidarity, attention
must be paid to emotions such as caring for, listening to and accepting differences,
both in school and in society in general, always seeking to Perspective of intercultural
dialogue. | |
dc.publisher | Universidade Federal de Santa Maria | |
dc.publisher | Brasil | |
dc.publisher | Educação | |
dc.publisher | UFSM | |
dc.publisher | Programa de Pós-Graduação em Educação | |
dc.publisher | Centro de Educação | |
dc.rights | http://creativecommons.org/licenses/by-nc-nd/4.0/ | |
dc.rights | Attribution-NonCommercial-NoDerivatives 4.0 International | |
dc.subject | Formação de professores | |
dc.subject | Educação escolar indígena | |
dc.subject | Humberto Maturana | |
dc.subject | Teacher training | |
dc.subject | Indigenous school education | |
dc.title | Educação escolar indígena, intercultura e formação de professores (as). | |
dc.type | Tese | |