INDIGENOUS EDUCATION: CHALLENGES FOR NON INDIGENOUS SCHOOLS IN BARRA DO GARÇAS-MT
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Data de Publicação: | 2019 |
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Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Revista Prática Docente |
Texto Completo: | https://periodicos.cfs.ifmt.edu.br/periodicos/index.php/rpd/article/view/564 |
Resumo: | The advances of Indian public policies, triggered by indigenous struggles and movements, more specifically those related to school education, motivated the development of a research that aimed to understand the process of school inclusion of indigenous students in non - indigenous public schools, in the city of Barra do Garças / MT, as a result of which the specific objectives were aligned: to understand educational policies aimed at the education of indigenous people in non-indigenous public schools and to know what teachers say about the presence of indigenous people in such schools . In order to theoretically subsidize production, authors such as Cohn (2001), Grupioni (2005), Pagliaro (2005) dealing with indigenous peoples in Brazil and Both (2009), among others, discuss indigenous school education. The qualitative methodology and the procedures for interview, observation and documentary analysis allowed the data to be collected regarding the indigenous educational process in Brazil, in the state of Mato Grosso and, consequently, in Barra do Garças. The results indicate that indigenous school education in non-indigenous schools still needs to be advanced, especially with regard to language and the overcoming of prejudice and discrimination faced by indigenous people in the school context. |
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INDIGENOUS EDUCATION: CHALLENGES FOR NON INDIGENOUS SCHOOLS IN BARRA DO GARÇAS-MTEDUCAÇÃO INDÍGENA: DESAFIOS PARA AS ESCOLAS NÃO INDÍGENAS EM BARRA DO GARÇAS-MTPolíticas PúblicasEducação Escolar IndígenaInclusão EscolarPublic PolicyIndigenous school educationSchool inclusionThe advances of Indian public policies, triggered by indigenous struggles and movements, more specifically those related to school education, motivated the development of a research that aimed to understand the process of school inclusion of indigenous students in non - indigenous public schools, in the city of Barra do Garças / MT, as a result of which the specific objectives were aligned: to understand educational policies aimed at the education of indigenous people in non-indigenous public schools and to know what teachers say about the presence of indigenous people in such schools . In order to theoretically subsidize production, authors such as Cohn (2001), Grupioni (2005), Pagliaro (2005) dealing with indigenous peoples in Brazil and Both (2009), among others, discuss indigenous school education. The qualitative methodology and the procedures for interview, observation and documentary analysis allowed the data to be collected regarding the indigenous educational process in Brazil, in the state of Mato Grosso and, consequently, in Barra do Garças. The results indicate that indigenous school education in non-indigenous schools still needs to be advanced, especially with regard to language and the overcoming of prejudice and discrimination faced by indigenous people in the school context.Os avanços das políticas públicas indigenistas, desencadeadas a partir das lutas e movimentos indígenas, mais especificamente das relacionadas com a educação escolar, motivaram o desenvolvimento de uma pesquisa que teve como objetivo entender o processo de inclusão escolar dos alunos indígenas nas escolas públicas não indígenas, na cidade de Barra do Garças/MT, em decorrência do qual alinharam-se os objetivos específicos: compreender as políticas educacionais voltadas à educação dos indígenas nas escolas públicas não indígenas e saber o que dizem os professores a respeito da presença de indígenas em tais escolas. Para subsidiar teoricamente a produção utilizou-se de autores, como Cohn (2001), Grupioni (2005), Pagliaro (2005) que tratam dos povos indígenas no Brasil e de Both (2009), entre outros, que discutem a educação escolar indígena. A metodologia qualitativa e os procedimentos de entrevista, de observação e de análise documental permitiram o levantamento dos dados a respeito do processo educacional indígena, no Brasil, no estado de Mato Grosso e, consequentemente, em Barra do Garças. Os resultados indicam que a educação escolar indígena nas escolas não indígenas ainda precisa avançar, principalmente no que diz respeito à língua e à superação do preconceito e da discriminação que os indígenas enfrentam no contexto escolar.Revista Prática Docente2019-07-15info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionHuman SciencesCiências HumanasCiências Humanasapplication/pdfhttps://periodicos.cfs.ifmt.edu.br/periodicos/index.php/rpd/article/view/56410.23926/RPD.2526-2149.2019.v4.n1.p317-333.id394Revista Prática Docente (Journal Practice Teacher); Vol. 4 No. 1 (2019): Janeiro a Junho de 2019; 317-333Revista Prática Docente (Revista Práctica Docente); Vol. 4 Núm. 1 (2019): Janeiro a Junho de 2019; 317-333Revista Prática Docente; v. 4 n. 1 (2019): Janeiro a Junho de 2019; 317-3332526-2149reponame:Revista Prática Docenteinstname:Instituto Federal de Educação, Ciência e Tecnologia de Mato Grosso (IFMT)instacron:IFMTporhttps://periodicos.cfs.ifmt.edu.br/periodicos/index.php/rpd/article/view/564/553Copyright (c) 2023 A Revista Prática Docente tem o direito de primeira publicaçãohttps://creativecommons.org/licenses/by-nc/4.0info:eu-repo/semantics/openAccessSantos da Silva, RosangelaMarzari, Marilene2023-06-07T00:51:36Zoai:ojs2.periodicos.cfs.ifmt.edu.br:article/564Revistahttp://periodicos.cfs.ifmt.edu.br/periodicos/index.php/rpdPUBhttps://periodicos.cfs.ifmt.edu.br/periodicos/index.php/rpd/oairevistapraticadocente@cfs.ifmt.edu.br||2526-21492526-2149opendoar:2023-06-07T00:51:36Revista Prática Docente - Instituto Federal de Educação, Ciência e Tecnologia de Mato Grosso (IFMT)false |
dc.title.none.fl_str_mv |
INDIGENOUS EDUCATION: CHALLENGES FOR NON INDIGENOUS SCHOOLS IN BARRA DO GARÇAS-MT EDUCAÇÃO INDÍGENA: DESAFIOS PARA AS ESCOLAS NÃO INDÍGENAS EM BARRA DO GARÇAS-MT |
title |
INDIGENOUS EDUCATION: CHALLENGES FOR NON INDIGENOUS SCHOOLS IN BARRA DO GARÇAS-MT |
spellingShingle |
INDIGENOUS EDUCATION: CHALLENGES FOR NON INDIGENOUS SCHOOLS IN BARRA DO GARÇAS-MT Santos da Silva, Rosangela Políticas Públicas Educação Escolar Indígena Inclusão Escolar Public Policy Indigenous school education School inclusion |
title_short |
INDIGENOUS EDUCATION: CHALLENGES FOR NON INDIGENOUS SCHOOLS IN BARRA DO GARÇAS-MT |
title_full |
INDIGENOUS EDUCATION: CHALLENGES FOR NON INDIGENOUS SCHOOLS IN BARRA DO GARÇAS-MT |
title_fullStr |
INDIGENOUS EDUCATION: CHALLENGES FOR NON INDIGENOUS SCHOOLS IN BARRA DO GARÇAS-MT |
title_full_unstemmed |
INDIGENOUS EDUCATION: CHALLENGES FOR NON INDIGENOUS SCHOOLS IN BARRA DO GARÇAS-MT |
title_sort |
INDIGENOUS EDUCATION: CHALLENGES FOR NON INDIGENOUS SCHOOLS IN BARRA DO GARÇAS-MT |
author |
Santos da Silva, Rosangela |
author_facet |
Santos da Silva, Rosangela Marzari, Marilene |
author_role |
author |
author2 |
Marzari, Marilene |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Santos da Silva, Rosangela Marzari, Marilene |
dc.subject.por.fl_str_mv |
Políticas Públicas Educação Escolar Indígena Inclusão Escolar Public Policy Indigenous school education School inclusion |
topic |
Políticas Públicas Educação Escolar Indígena Inclusão Escolar Public Policy Indigenous school education School inclusion |
description |
The advances of Indian public policies, triggered by indigenous struggles and movements, more specifically those related to school education, motivated the development of a research that aimed to understand the process of school inclusion of indigenous students in non - indigenous public schools, in the city of Barra do Garças / MT, as a result of which the specific objectives were aligned: to understand educational policies aimed at the education of indigenous people in non-indigenous public schools and to know what teachers say about the presence of indigenous people in such schools . In order to theoretically subsidize production, authors such as Cohn (2001), Grupioni (2005), Pagliaro (2005) dealing with indigenous peoples in Brazil and Both (2009), among others, discuss indigenous school education. The qualitative methodology and the procedures for interview, observation and documentary analysis allowed the data to be collected regarding the indigenous educational process in Brazil, in the state of Mato Grosso and, consequently, in Barra do Garças. The results indicate that indigenous school education in non-indigenous schools still needs to be advanced, especially with regard to language and the overcoming of prejudice and discrimination faced by indigenous people in the school context. |
publishDate |
2019 |
dc.date.none.fl_str_mv |
2019-07-15 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Human Sciences Ciências Humanas Ciências Humanas |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://periodicos.cfs.ifmt.edu.br/periodicos/index.php/rpd/article/view/564 10.23926/RPD.2526-2149.2019.v4.n1.p317-333.id394 |
url |
https://periodicos.cfs.ifmt.edu.br/periodicos/index.php/rpd/article/view/564 |
identifier_str_mv |
10.23926/RPD.2526-2149.2019.v4.n1.p317-333.id394 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://periodicos.cfs.ifmt.edu.br/periodicos/index.php/rpd/article/view/564/553 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2023 A Revista Prática Docente tem o direito de primeira publicação https://creativecommons.org/licenses/by-nc/4.0 info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2023 A Revista Prática Docente tem o direito de primeira publicação https://creativecommons.org/licenses/by-nc/4.0 |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Revista Prática Docente |
publisher.none.fl_str_mv |
Revista Prática Docente |
dc.source.none.fl_str_mv |
Revista Prática Docente (Journal Practice Teacher); Vol. 4 No. 1 (2019): Janeiro a Junho de 2019; 317-333 Revista Prática Docente (Revista Práctica Docente); Vol. 4 Núm. 1 (2019): Janeiro a Junho de 2019; 317-333 Revista Prática Docente; v. 4 n. 1 (2019): Janeiro a Junho de 2019; 317-333 2526-2149 reponame:Revista Prática Docente instname:Instituto Federal de Educação, Ciência e Tecnologia de Mato Grosso (IFMT) instacron:IFMT |
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Instituto Federal de Educação, Ciência e Tecnologia de Mato Grosso (IFMT) |
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IFMT |
institution |
IFMT |
reponame_str |
Revista Prática Docente |
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Revista Prática Docente |
repository.name.fl_str_mv |
Revista Prática Docente - Instituto Federal de Educação, Ciência e Tecnologia de Mato Grosso (IFMT) |
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revistapraticadocente@cfs.ifmt.edu.br|| |
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