Tesis
Educação em ciências naturais na perspectiva do currículo intercultural : histórias contadas por professores indígenas
Fecha
2019-04-24Registro en:
SOUZA, Ivone Mary Medeiros de. Educação em ciências naturais na perspectiva do currículo intercultural: histórias contadas por professores indígenas. 2019. 180 f. Tese (Doutorado em Educação em Ciências e Matemática) - Universidade Federal de Mato Grosso, Instituto de Ciências Exatas e da Terra, Cuiabá, 2019.
Autor
Lima, Tânia Maria de
http://lattes.cnpq.br/1003388291863684
Lima, Tânia Maria de
275.001.791-20
http://lattes.cnpq.br/1003388291863684
Bezerra, Nilra Jane Filgueira
164.059.512-00
http://lattes.cnpq.br/1823801434662266
275.001.791-20
Santos, Edlauva Oliveira dos
382.057.182-53
http://lattes.cnpq.br/0425881019278087
Lopes, Edinéia Tavares
848.403.151-91
http://lattes.cnpq.br/0920968615996079
Santos, Raimunda Maria Rodrigues
167.316.702-00
http://lattes.cnpq.br/7428971100040320
Mariani, Fábio
028.279.749-16
http://lattes.cnpq.br/8188243790537926
Institución
Resumen
This study is in the field of indigenous school education giving centrality to the natural
sciences from the perspective of intercultural curriculum, taking into account that the
current national legislation recognizes the right of indigenous peoples to a specific,
differentiated, communitarian, bilingual and intercultural pedagogy. Drawing on the
theoretical foundations of Cultural Studies for the formulation of bases on intercultural
education and on the methodological principles of Oral Thematic History, the research,
whose results are presented in this work, had as main objective to analyze histories
narrated by indigenous teachers about their experiences in the area of education in
the natural sciences, observing marks of dialogues between scientific culture and local
culture. The methodology involved the analysis of official documents dealing with
indigenous education and semi-structured interviews with four indigenous teachers
who work in high school and with practices that are part of the field of Natural Sciences.
These teachers belong to the staff of the Tuxaua Luiz Cadete Indigenous State School,
located in the Canauanim Community, which is located in the homonymous Indigenous
Land and is part of the Wapichana-Macuxi Complex of the Serra da Lua Region. The
analysis of the records followed the recommendations of Discursive Textual Analysis,
seeking to validate the thesis that indigenous school education, based on the
assumptions of the intercultural curriculum, enhances the development of pedagogical
practices that resignificance in science education, since they allow the interrelations
between scientific culture and local culture, giving meaning to the knowledge schools.
The stories told by the indigenous teachers reveal that their pedagogical practices
place the school in the place of culture, striving for this institution to constitute itself as
space-time of the cultural frontier and to be recognized for accepting difference without
hierarchy and without attending to all the demands of capitalism. The teachers'
discourses also reveal that the intercultural formation received in their itinerary of
formation as teachers provided them with theoretical and methodological foundations
that project their practices in the field of interculturality, interdisciplinarity, interlocution
between science and knowledge ancestors of the indigenous peoples, in an attempt
to achieve the "erasure" of the abyssal line imposed by liberal modern thought.