Educação escolar indígena: um estudo do diálogo entre os saberes indígenas e o conhecimento escolar no currículo em ação nas escolas indígenas
Autor(a) principal: | |
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Data de Publicação: | 2019 |
Tipo de documento: | Tese |
Idioma: | por |
Título da fonte: | Biblioteca Digital de Teses e Dissertações da PUC_SP |
Texto Completo: | https://tede2.pucsp.br/handle/handle/22528 |
Resumo: | This research presents INDIGENOUS EDUCATION as a subject: a study of the dialogue between indigenous knowledge and school knowledge in the curriculum in action in indigenous schools, in which we investigate the critical intercultural pedagogical practices developed by non - indigenous teachers of the Modular Teaching Organization System Indigenous Wajãpi (SOMEI / WAJÃPI) that has dialogue as a fundamental element. The objective of this study was to analyze the pedagogical practices developed by non - indigenous teachers who work in the final years of elementary school in SOMEI / WAJÃPI, based on the dialogue between indigenous knowledge and school knowledge from a critical intercultural perspective. It was a qualitative research of the ethnographic type, carried out with non-indigenous teachers who work from the 6th to the 9th year of elementary education in the state indigenous schools of the Wajãpi ethnic group located in the Indigenous Lands of that ethnic group in the State of Amapá. It was based on theoretical foundation: Catherine Walsh's conception of critical interculturality and the dialogue in Paulo Freire's conception. The results indicated that, even acting in a context of domination that characterizes the colonizing education based mainly on the dominant cultural and epistemological imposition, the investigated teachers were able to develop pedagogical practices based on the dialogue and the recognition of the indigenous knowledge that entered the curriculum of the disciplines , sometimes in a disciplinary way, others in an interdisciplinary way, with the active participation of students in the teaching and learning process. In such pedagogical practices, scholarly knowledge spoke horizontally, as Paulo Freire affirms, with indigenous knowledge, and was seen, valued and recognized as knowledge that guides the life of the Wajãpi in social, religious, cultural and productive activities |
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Junqueira, Carmen Sylvia de Alvarengahttp://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4755366E6Almeida, Edielso Manoel Mendes de2019-09-04T10:21:09Z2019-08-20Almeida, Edielso Manoel Mendes de. Educação escolar indígena: um estudo do diálogo entre os saberes indígenas e o conhecimento escolar no currículo em ação nas escolas indígenas. 2019. 165 f. Tese (Doutorado em Ciências Sociais) - Programa de Estudos Pós-Graduados em Ciências Sociais, Pontifícia Universidade Católica de São Paulo, São Paulo, 2019.https://tede2.pucsp.br/handle/handle/22528This research presents INDIGENOUS EDUCATION as a subject: a study of the dialogue between indigenous knowledge and school knowledge in the curriculum in action in indigenous schools, in which we investigate the critical intercultural pedagogical practices developed by non - indigenous teachers of the Modular Teaching Organization System Indigenous Wajãpi (SOMEI / WAJÃPI) that has dialogue as a fundamental element. The objective of this study was to analyze the pedagogical practices developed by non - indigenous teachers who work in the final years of elementary school in SOMEI / WAJÃPI, based on the dialogue between indigenous knowledge and school knowledge from a critical intercultural perspective. It was a qualitative research of the ethnographic type, carried out with non-indigenous teachers who work from the 6th to the 9th year of elementary education in the state indigenous schools of the Wajãpi ethnic group located in the Indigenous Lands of that ethnic group in the State of Amapá. It was based on theoretical foundation: Catherine Walsh's conception of critical interculturality and the dialogue in Paulo Freire's conception. The results indicated that, even acting in a context of domination that characterizes the colonizing education based mainly on the dominant cultural and epistemological imposition, the investigated teachers were able to develop pedagogical practices based on the dialogue and the recognition of the indigenous knowledge that entered the curriculum of the disciplines , sometimes in a disciplinary way, others in an interdisciplinary way, with the active participation of students in the teaching and learning process. In such pedagogical practices, scholarly knowledge spoke horizontally, as Paulo Freire affirms, with indigenous knowledge, and was seen, valued and recognized as knowledge that guides the life of the Wajãpi in social, religious, cultural and productive activitiesEsta pesquisa apresenta como temática a EDUCAÇÃO ESCOLAR INDÍGENA: um estudo do diálogo entre os saberes indígenas e o conhecimento escolar no currículo em ação nas escolas indígenas, na qual investigamos as práticas pedagógicas interculturais críticas desenvolvidas pelos professores não indígenas do Sistema de Organização Modular do Ensino Indígena Wajãpi (SOMEI/WAJÃPI) que tem o diálogo como elemento fundamental. Teve como objetivo geral analisar as práticas pedagógicas desenvolvidas por professores não indígenas que atuam nos anos finais do ensino fundamental, no SOMEI/WAJÃPI, baseadas no diálogo entre os saberes indígenas e o conhecimento escolar a partir da perspectiva intercultural crítica. Tratou-se de uma pesquisa de abordagem qualitativa do tipo etnográfica, realizada com professores não indígenas que atuam do 6º ao 9º ano do ensino fundamental nas escolas indígenas estaduais da etnia Wajãpi localizadas nas Terras Indígenas da referida etnia no Estado do Amapá. Teve como base para fundamentação teórica: a concepção de interculturalidade crítica de Catherine Walsh e o diálogo na concepção de Paulo Freire. Os resultados indicaram que, mesmo atuando em um contexto de dominação que caracteriza a educação colonizadora alicerçada, principalmente, na imposição cultural e epistemológica dominante, os professores investigados conseguiram desenvolver práticas pedagógicas baseadas no diálogo e no reconhecimento dos saberes indígenas que adentraram o currículo das disciplinas, ora de forma disciplinar, outras de maneira interdisciplinar, com a participação ativa dos alunos no processo de ensino e aprendizagem. Em tais práticas pedagógicas, o conhecimento escolar dialogou horizontalmente, como afirma Paulo Freire, com os saberes indígenas, e foram visibilizados, valorizados e reconhecidos como conhecimentos que norteiam a vida dos Wajãpi nas atividades sociais, religiosas, culturais e produtivasConselho Nacional de Pesquisa e Desenvolvimento Científico e Tecnológico - CNPqapplication/pdfhttp://tede2.pucsp.br/tede/retrieve/50180/Edielso%20Manoel%20Mendes%20de%20Almeida.pdf.jpgporPontifícia Universidade Católica de São PauloPrograma de Estudos Pós-Graduados em Ciências SociaisPUC-SPBrasilFaculdade de Ciências SociaisEducação multiculturalEscolas indígenasMulticulturalismoMulticultural educationSchools IndianMulticulturalismCNPQ::CIENCIAS SOCIAIS APLICADASEducação escolar indígena: um estudo do diálogo entre os saberes indígenas e o conhecimento escolar no currículo em ação nas escolas indígenasIndigenous education as a subject: a study of the dialogue between indigenous knowledge and school knowledge in the curriculum in action in indigenous schoolsinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesisinfo:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações da PUC_SPinstname:Pontifícia Universidade Católica de São Paulo (PUC-SP)instacron:PUC_SPTEXTEdielso Manoel Mendes de Almeida.pdf.txtEdielso Manoel Mendes de Almeida.pdf.txtExtracted texttext/plain401150https://repositorio.pucsp.br/xmlui/bitstream/handle/22528/4/Edielso%20Manoel%20Mendes%20de%20Almeida.pdf.txt38604a8d3c7664b20ee1e96aebeac8deMD54LICENSElicense.txtlicense.txttext/plain; charset=utf-82165https://repositorio.pucsp.br/xmlui/bitstream/handle/22528/1/license.txtbd3efa91386c1718a7f26a329fdcb468MD51ORIGINALEdielso Manoel Mendes de Almeida.pdfEdielso Manoel Mendes de Almeida.pdfapplication/pdf2371399https://repositorio.pucsp.br/xmlui/bitstream/handle/22528/2/Edielso%20Manoel%20Mendes%20de%20Almeida.pdff293ddffdfbba8ab18cf2e7ab6ea7f9cMD52THUMBNAILEdielso Manoel Mendes de Almeida.pdf.jpgEdielso Manoel Mendes de Almeida.pdf.jpgGenerated Thumbnailimage/jpeg1943https://repositorio.pucsp.br/xmlui/bitstream/handle/22528/3/Edielso%20Manoel%20Mendes%20de%20Almeida.pdf.jpgcc73c4c239a4c332d642ba1e7c7a9fb2MD53handle/225282022-04-28 11:34:54.127oai:repositorio.pucsp.br: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Biblioteca Digital de Teses e Dissertaçõeshttps://sapientia.pucsp.br/https://sapientia.pucsp.br/oai/requestbngkatende@pucsp.br||rapassi@pucsp.bropendoar:2022-04-28T14:34:54Biblioteca Digital de Teses e Dissertações da PUC_SP - Pontifícia Universidade Católica de São Paulo (PUC-SP)false |
dc.title.por.fl_str_mv |
Educação escolar indígena: um estudo do diálogo entre os saberes indígenas e o conhecimento escolar no currículo em ação nas escolas indígenas |
dc.title.alternative.eng.fl_str_mv |
Indigenous education as a subject: a study of the dialogue between indigenous knowledge and school knowledge in the curriculum in action in indigenous schools |
title |
Educação escolar indígena: um estudo do diálogo entre os saberes indígenas e o conhecimento escolar no currículo em ação nas escolas indígenas |
spellingShingle |
Educação escolar indígena: um estudo do diálogo entre os saberes indígenas e o conhecimento escolar no currículo em ação nas escolas indígenas Almeida, Edielso Manoel Mendes de Educação multicultural Escolas indígenas Multiculturalismo Multicultural education Schools Indian Multiculturalism CNPQ::CIENCIAS SOCIAIS APLICADAS |
title_short |
Educação escolar indígena: um estudo do diálogo entre os saberes indígenas e o conhecimento escolar no currículo em ação nas escolas indígenas |
title_full |
Educação escolar indígena: um estudo do diálogo entre os saberes indígenas e o conhecimento escolar no currículo em ação nas escolas indígenas |
title_fullStr |
Educação escolar indígena: um estudo do diálogo entre os saberes indígenas e o conhecimento escolar no currículo em ação nas escolas indígenas |
title_full_unstemmed |
Educação escolar indígena: um estudo do diálogo entre os saberes indígenas e o conhecimento escolar no currículo em ação nas escolas indígenas |
title_sort |
Educação escolar indígena: um estudo do diálogo entre os saberes indígenas e o conhecimento escolar no currículo em ação nas escolas indígenas |
author |
Almeida, Edielso Manoel Mendes de |
author_facet |
Almeida, Edielso Manoel Mendes de |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Junqueira, Carmen Sylvia de Alvarenga |
dc.contributor.authorLattes.fl_str_mv |
http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4755366E6 |
dc.contributor.author.fl_str_mv |
Almeida, Edielso Manoel Mendes de |
contributor_str_mv |
Junqueira, Carmen Sylvia de Alvarenga |
dc.subject.por.fl_str_mv |
Educação multicultural Escolas indígenas Multiculturalismo |
topic |
Educação multicultural Escolas indígenas Multiculturalismo Multicultural education Schools Indian Multiculturalism CNPQ::CIENCIAS SOCIAIS APLICADAS |
dc.subject.eng.fl_str_mv |
Multicultural education Schools Indian Multiculturalism |
dc.subject.cnpq.fl_str_mv |
CNPQ::CIENCIAS SOCIAIS APLICADAS |
description |
This research presents INDIGENOUS EDUCATION as a subject: a study of the dialogue between indigenous knowledge and school knowledge in the curriculum in action in indigenous schools, in which we investigate the critical intercultural pedagogical practices developed by non - indigenous teachers of the Modular Teaching Organization System Indigenous Wajãpi (SOMEI / WAJÃPI) that has dialogue as a fundamental element. The objective of this study was to analyze the pedagogical practices developed by non - indigenous teachers who work in the final years of elementary school in SOMEI / WAJÃPI, based on the dialogue between indigenous knowledge and school knowledge from a critical intercultural perspective. It was a qualitative research of the ethnographic type, carried out with non-indigenous teachers who work from the 6th to the 9th year of elementary education in the state indigenous schools of the Wajãpi ethnic group located in the Indigenous Lands of that ethnic group in the State of Amapá. It was based on theoretical foundation: Catherine Walsh's conception of critical interculturality and the dialogue in Paulo Freire's conception. The results indicated that, even acting in a context of domination that characterizes the colonizing education based mainly on the dominant cultural and epistemological imposition, the investigated teachers were able to develop pedagogical practices based on the dialogue and the recognition of the indigenous knowledge that entered the curriculum of the disciplines , sometimes in a disciplinary way, others in an interdisciplinary way, with the active participation of students in the teaching and learning process. In such pedagogical practices, scholarly knowledge spoke horizontally, as Paulo Freire affirms, with indigenous knowledge, and was seen, valued and recognized as knowledge that guides the life of the Wajãpi in social, religious, cultural and productive activities |
publishDate |
2019 |
dc.date.accessioned.fl_str_mv |
2019-09-04T10:21:09Z |
dc.date.issued.fl_str_mv |
2019-08-20 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/doctoralThesis |
format |
doctoralThesis |
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publishedVersion |
dc.identifier.citation.fl_str_mv |
Almeida, Edielso Manoel Mendes de. Educação escolar indígena: um estudo do diálogo entre os saberes indígenas e o conhecimento escolar no currículo em ação nas escolas indígenas. 2019. 165 f. Tese (Doutorado em Ciências Sociais) - Programa de Estudos Pós-Graduados em Ciências Sociais, Pontifícia Universidade Católica de São Paulo, São Paulo, 2019. |
dc.identifier.uri.fl_str_mv |
https://tede2.pucsp.br/handle/handle/22528 |
identifier_str_mv |
Almeida, Edielso Manoel Mendes de. Educação escolar indígena: um estudo do diálogo entre os saberes indígenas e o conhecimento escolar no currículo em ação nas escolas indígenas. 2019. 165 f. Tese (Doutorado em Ciências Sociais) - Programa de Estudos Pós-Graduados em Ciências Sociais, Pontifícia Universidade Católica de São Paulo, São Paulo, 2019. |
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https://tede2.pucsp.br/handle/handle/22528 |
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Pontifícia Universidade Católica de São Paulo |
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Programa de Estudos Pós-Graduados em Ciências Sociais |
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PUC-SP |
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Brasil |
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Faculdade de Ciências Sociais |
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Pontifícia Universidade Católica de São Paulo |
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