Tesis
História e cultura indígena : perspectivas e possibilidades para as aulas de educação física na cidade de Cáceres-MT
Fecha
2021-03-31Registro en:
CARIOCA, Crisller Cristina Soares. História e cultura indígena: perspectivas e possibilidades para as aulas de educação física na cidade de Cáceres-MT. 2021. 121 f. Dissertação (Mestrado em Educação) - Universidade Federal de Mato Grosso, Instituto de Educação, Cuiabá, 2021.
Autor
Grando, Beleni Saléte
http://lattes.cnpq.br/2322323427528838
Grando, Beleni Saléte
274.549.751-00
http://lattes.cnpq.br/2322323427528838
Moraes, Mariuce Campos de
453.627.341-72
http://lattes.cnpq.br/2756856364236298
274.549.751-00
Soares, Khellen Cristina Pires Correia
793.664.901-82
http://lattes.cnpq.br/3138422046871056
Firmo, Yandra de Oliveira
551.714.191-91
http://lattes.cnpq.br/3596686753968519
Institución
Resumen
Different social groups and groups like the indigenous, created and led in Brazilian
education, and from this education we seek to highlight the pedagogical practices that can
be developed in school by Physical Education. The challenge of this pedagogical
transposition considering the history and culture of indigenous peoples and their school
education, as provided by Law 11,645 / 08, mobilizes us for this research with reference
to the city of Cáceres-MT. For a research linked to the Research Group Body, Education
and Culture (COEDUC), we opted for the qualitative investigation that, due to the
situation of the pandemic (2020-2021), was delimited by the exploratory study, using the
bibliographic and documentary data collection, and, with remote resources, those
identified with effective Physical Education teachers from the local state education
network, our employees. The analysis and discussion dialog with the data from the
training developed for this purpose by COEDUC, whose focus is the study of ethnic racial relations in the curriculum, especially in the complexity of indigenous peoples.
Through the state of the art on the inclusion of indigenous history and culture in the school
and the speeches of the interviewed teachers, we analyzed the possibilities of “History
and Indigenous Culture” to enroll in pedagogical practices based on some contents of
school Physical Education. We can thus show canoeing practices linked to the historicity
of Paiaguás, which is crossed by the history of Mato Grosso; and Arrow Shooting, as a
practice linked to the food and defense of many indigenous peoples today. With the
studies of the existing academic production, we identified that the thread that runs through
the research is related to culture, corporeality and intercultural education, the latter
considered as a primordial tool to break with the Eurocentric paradigm that is
consolidated by monocultural education. With that, in the research, we recognize body
practices whose contents enhance interculturality in Physical Education classes: Dance,
Log Race, Power or War Cable, Fight, Blowgun, Bow and Arrow, Spear and Football.
Despite the proposed activities, we understand that this is not a model proposal, but only
an answer from studies that seek possibilities to include in the school curriculum, through
the syllabus of Physical Education, the indigenous theme, as historical and cultural
knowledge of the constitutive differences of the people Brazilian, understanding the
process that made indigenous peoples invisible and produced the racism that marks the
current relationship about their ways of living and being in Brazilian society. We
conclude that it is possible to include indigenous history and culture in Physical Education
classes at the State Education Network in the city of Cáceres-MT, as long as there is a
training focused on specificity, attending to the studies necessary for Ethnic-Racial
Relations in Brazil.