Tesis
Concepções de criança e infância de professoras e professores indígenas : os desafios da educação intercultural
Fecha
2018-03-26Registro en:
PINHO, Arlete Márcia de. Concepções de criança e infância de professoras e professores indígenas: os desafios da educação intercultural. 2018. 112 f. Dissertação (Mestrado em Educação) - Universidade Federal de Mato Grosso, Instituto de Educação, Cuiabá, 2018.
Autor
Grando, Beleni Salete
http://lattes.cnpq.br/2322323427528838
Grando, Beleni Salete
274.549.751-00
http://lattes.cnpq.br/2322323427528838
Andrade, Daniela Barros da Silva Freire
939.364.277-04
http://lattes.cnpq.br/5846054833569905
274.549.751-00
Zoia, Alceu
579.195.420-49
http://lattes.cnpq.br/6360324344302882
Rezende, Maria Aparecida
208.575.271-34
http://lattes.cnpq.br/4835064822444639
Institución
Resumen
e dissertation entitled "Conceptions of Children and Childhool of Indigenous Teachers and
Teachers: The Challenge of Intercultural Education" is part of the research line Social Movements, Politics and Popular Education, in the sub-area Education and Indigenous Peoples, of
the Master's course of the Graduate Program in Education of UFMT. The exploratory qualitative research systematizes data from interviews with 13 indigenous teachers of Bororo, Umutina, Paresi, Chiquitano and Nambikwara people in the process of continuous training in Cuiabá, united with the Project Action and Knowledge at School - UFMT, and two masters in
education, indigenous leaders from Mato Grosso, one Bororo and one Bakairi. The interviews
conducted in 2016 and 2017 aimed to understand the conceptions of childhood and children
and how teachers seek to ensure their development by reference to the cultures of their specific ethnic groups, and with the two state authorities, to reflect the relations between the school
and the education policy of each people. The research is linked to the studies and projects
developed by the COEDUC / UFMT Research Group, and data was analyzed with reference
to children and childhood in a contextualized way, taking into account the studies of culture,
indigenous education and intercultural education. The main interlocutors of the study were
Cuche (1999), Geertz (2008), Del Priore (2004), Ariès (1981), Heywood (2004), Sarmento
and Gouvea (2009), Kuhlmann , Tassinari, Silva and Ferreira (2001), Tassinari, Grando and
Albuquerque (2012), Luciano (2004), Corsaro (2011), Grando (2004, 2009, 2012), Nunes,
Silva and Macedo (2017), Marin (2015) and Fleuri (2014). In conclusion conceptions of
childhood express the sociocultural and historical construction of each indigenous people participating in this research, guiding traditional and school education aimed at inserting children
and educating them based on the worldviews and perspectives of the future. In the current
context of the dynamics with the interethnic and multicultural Brazilian society, indigenous
school education, under the responsibility of the teachers that were interviewed, literacy and
the guarantee of an intercultural education in the school are concerns in the dynamic ways of
perceiving the child and the indigenous childhood.