Tesis
Educação intercultural e colonialidade : uma análise do currículo da aldeia-escola Zarup Wej da terra indígena Zoró
Fecha
2017-03-10Registro en:
DIAS, Patrícia. Educação intercultural e colonialidade: uma análise do currículo da aldeia-escola Zarup Wej da terra indígena Zoró. 2017. 189 f. Dissertação (Mestrado em Educação) - Universidade Federal de Mato Grosso, Instituto de Educação, Cuiabá, 2017.
Autor
Secchi, Darci
http://lattes.cnpq.br/7107862599307776
Secchi, Darci
654.962.138-00
http://lattes.cnpq.br/7107862599307776
Oliveira, Ozerina Victor de
406.219.521-68
http://lattes.cnpq.br/1863707315885015
654.962.138-00
Neves, Josélia Gomes
220.278.312-15
http://lattes.cnpq.br/1098108142638272
Santos, Sérgio Pereira dos
031.716.277-30
http://lattes.cnpq.br/9044437804351118
Institución
Resumen
This research discusses the curriculum of the Zarup Wej Indigenous State Village-School,
located in the indigenous land of the same name, in the municipality of Rondolândia, State of
Mato Grosso. The study was carried out with teachers, director, pedagogical coordinator of
the institution and community leaders, and focuses on the Village-School curriculum and its
relationship with interculturality and coloniality. The Village-School is an institution thought
by the educational community Zoró with the purpose of inserting traditional activities in the
school curriculum, it is declared as intercultural and it works in alternating regime. For the
research, a qualitative methodology was adopted (BOGDAN; BIKLEN, 1982), in the form of
a Rapid and Participatory Diagnosis - DRP (WHITESIDE, 1994), with an ethnographic
approach (PEIRANO, 1995). The research was carried out with the Zoró educational
community, through semi-structured interviews, talk wheels and analysis of the VillageSchool's Pedagogical Political Project. The main theorists who contributed to the expansion
and deepening of the study contribute mainly in: Apple (1995); Candau (2008; 2011); Fleuri
(2003); Lacerda (2014); Neves (2009; 2016); Melià (1998); Mignolo (2005); Moreira and
Silva (1995); Quijano (1992, 2002); Sacristán (2001); Secchi (2003; 2012); Tadeu da Silva
(1995; 2011); Tassinari (2001); Walsh (2009), among others. In the field of curriculum we try
to approach the discussions from the perspectives of critical and post-critical theories, based
on the idea of the connection between power, knowledge and identity. The research evidenced
that both the coloniality and the interculturality are present in the curriculum of the institution.
And that differentiated education is a constant concern in the schooling of the Zoró People,
expressed both in the Political Pedagogical Project, built by the educational community, and
in the format of the school. The Village-School can be considered an excellent project,
prepared by the people themselves, considering the intercultural perspective, which seeks to
value the culture, knowledge and customs of the Zoró community.