Currículo intercultural: a arte como sistema simbólico cultural na escola de branco: um estudo a partir da arte na educação escolar, na aldeia tupi-guarani de Piaçaguera

Detalhes bibliográficos
Autor(a) principal: Sánchez, Janina Moquillaza
Data de Publicação: 2006
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/9857
Resumo: This is a qualitative ethnographic research, approached through the action-research method. From the problem of limitations to access the human right to quality education, I intended to know the ways to enhance self esteem of indigenous teachers through the means of art, by accessing theoretical discourses and appropriating of knowledges in intercultural relations. Specifically, I observed the case of a group of the Tupi-guarani linguistic branch in the State of São Paulo. For the paradigmatic orientation of this thesis I adopted the cultural anthropological theory of Clifford Geertz, to whom it is a net of meanings invented by man. Within the net of relations between the whites culture of education and indigenous culture of education, I developed a theoretical comprehension of culture as empowered mechanisms, controls, instructions to govern behavior, and adopting Geertz idea of art as a cultural symbolic system, I found a cultural collective production as the materialization of a way of living. Also, I based on Vygotsky s thoughts about the psychology of art, aesthetics on education, on current life and on behavior, the use of language, the social formation of mind and the importance of mediation. I researched about socio-historical circumstances of indigenous intercultural education as the action-research was developed at the Piaçaguera Tupi-guarani village, in Peruíbe, interior of São Paulo. As the problem configurated, and wiling to reveal the truth of the hypothesis of teachers low self-esteem, we developed a process of life history researches in the same village, sharing knowledges and stimulating the use of abilities to create, recovering ancient knowledges, and recognizing of possibilities of the use of artistic languages, in indigenous education. I consider that intercultural education is a challenge to contemporary education and that in the differentiated indigenous education persist ideas of the school of whites. I found important ways of how this is affecting and will affect indigenous populations, remaining some questions such as how this people use and will use their strength to also affect it; answer that will surely be given by us and by future generations. Concluding, I found that it was possible to contribute to enhance the self esteem of the indigenous group, to recover some elements of the cultural symbolic system, to promote art in education and in the life of people of the indigenous Piaçaguera village
id PUC_SP-1_fefed87428c768aca74935a079006dec
oai_identifier_str oai:repositorio.pucsp.br:handle/9857
network_acronym_str PUC_SP-1
network_name_str Biblioteca Digital de Teses e Dissertações da PUC_SP
repository_id_str
spelling Casali, AlipioSánchez, Janina Moquillaza2016-04-27T14:31:37Z2007-09-102006-03-17Sánchez, Janina Moquillaza. Intercultural curriculum: art as a cultural simbolic system in the school of whites: from art in school education, a study at the indigenous Tupi-guarani Piaçaguera village. 2006. 229 f. Tese (Doutorado em Educação) - Pontifícia Universidade Católica de São Paulo, São Paulo, 2006.https://tede2.pucsp.br/handle/handle/9857This is a qualitative ethnographic research, approached through the action-research method. From the problem of limitations to access the human right to quality education, I intended to know the ways to enhance self esteem of indigenous teachers through the means of art, by accessing theoretical discourses and appropriating of knowledges in intercultural relations. Specifically, I observed the case of a group of the Tupi-guarani linguistic branch in the State of São Paulo. For the paradigmatic orientation of this thesis I adopted the cultural anthropological theory of Clifford Geertz, to whom it is a net of meanings invented by man. Within the net of relations between the whites culture of education and indigenous culture of education, I developed a theoretical comprehension of culture as empowered mechanisms, controls, instructions to govern behavior, and adopting Geertz idea of art as a cultural symbolic system, I found a cultural collective production as the materialization of a way of living. Also, I based on Vygotsky s thoughts about the psychology of art, aesthetics on education, on current life and on behavior, the use of language, the social formation of mind and the importance of mediation. I researched about socio-historical circumstances of indigenous intercultural education as the action-research was developed at the Piaçaguera Tupi-guarani village, in Peruíbe, interior of São Paulo. As the problem configurated, and wiling to reveal the truth of the hypothesis of teachers low self-esteem, we developed a process of life history researches in the same village, sharing knowledges and stimulating the use of abilities to create, recovering ancient knowledges, and recognizing of possibilities of the use of artistic languages, in indigenous education. I consider that intercultural education is a challenge to contemporary education and that in the differentiated indigenous education persist ideas of the school of whites. I found important ways of how this is affecting and will affect indigenous populations, remaining some questions such as how this people use and will use their strength to also affect it; answer that will surely be given by us and by future generations. Concluding, I found that it was possible to contribute to enhance the self esteem of the indigenous group, to recover some elements of the cultural symbolic system, to promote art in education and in the life of people of the indigenous Piaçaguera villageTrata-se de pesquisa qualitativa de caráter etnográfico, com abordagem metodológica de pesquisa-ação. A partir do problema das limitações do acesso ao direito humano à educação de qualidade, busquei conhecer a maneira pela qual o professor indígena pode por meio da arte, valorizar a sua auto-estima tendo acesso aos discursos e apropriando-se dos saberes nas relações interculturais. Especificamente, observei o caso de uma tribo do tronco lingüístico tupi-guarani no Estado de São Paulo. Para orientação paradigmática desta tese, adotei a teoria antropológica da cultura, de Clifford Geertz, para quem a cultura é uma teia de significados tecida pelo homem. Nessa teia das relações entre a cultura de educação do branco, com a cultura de educação indígena; teci linha teórica que parte da compreensão de cultura como conjunto de mecanismos de poder, controles e instruções para governar o comportamento e da idéia, também de Geertz, de arte como sistema simbólico cultural, uma forma coletiva e materialização de uma maneira de viver. Igualmente, fundamentei-me no pensamento de Vygotsky sobre a arte na educação e a estética na vida cotidiana e no comportamento, o uso da linguagem, a formação social da mente e a importância da mediação. Investiguei as circunstâncias sócio-históricas da educação intercultural indígena e na pesquisa-ação, desenvolvida na aldeia Piaçaguera, município de Peruíbe, São Paulo, à medida que o problema se configurava, e visando desvelar a verdade da hipótese da baixa auto-estima dos professores, desenvolvemos juntos pesquisas e compartilhamos conhecimentos; estimulei o uso das habilidades para criar; o resgate do conhecimento dos antepassados e do reconhecimento das possibilidades de uso das linguagens artísticas, na educação. Considero que a educação intercultural é um desafio para a educação contemporânea e que na educação diferenciada, para a educação indígena, permanece a idéia de escola de branco. Encontrei maneiras importantes que mostram como isso está afetando e afetará as populações indígenas, permanecendo algumas perguntas sobre como essas populações usam e usarão suas forças para também afetá-la; questões que certamente serão respondidas pelas gerações futuras. Concluindo, constatei que foi possível contribuir para a valorização da auto-estima dos professores indígenas, resgatar alguns elementos do sistema simbólico cultural do contexto e promover a arte na educação e na vida da comunidade indígena da aldeia PiaçagueraConselho Nacional de Desenvolvimento Científico e Tecnológicoapplication/pdfhttp://tede2.pucsp.br/tede/retrieve/22879/Tese%20Janina%20Moquillaza%20Sanchez.pdf.jpgporPontifícia Universidade Católica de São PauloPrograma de Estudos Pós-Graduados em Educação: CurrículoPUC-SPBREducaçãoCurrículo interculturalArte e educaçãoEducação indígenaTupi-guaraniAldeia PiaçagueraAldeia Piacaguera, Peruibe, SPArte -- Estudo e ensinoEducacao multiculturalIndios Tupi -- EducacaoIntercultural curriculumArt and educationIndigenous educationTupi-guaraniAldeia PiaçagueraCNPQ::CIENCIAS HUMANAS::EDUCACAO::CURRICULOCurrículo intercultural: a arte como sistema simbólico cultural na escola de branco: um estudo a partir da arte na educação escolar, na aldeia tupi-guarani de PiaçagueraIntercultural curriculum: art as a cultural simbolic system in the school of whites: from art in school education, a study at the indigenous Tupi-guarani Piaçaguera villageinfo: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_SPTEXTTese Janina Moquillaza Sanchez.pdf.txtTese Janina Moquillaza Sanchez.pdf.txtExtracted texttext/plain430421https://repositorio.pucsp.br/xmlui/bitstream/handle/9857/3/Tese%20Janina%20Moquillaza%20Sanchez.pdf.txt69505980810179bfc715b36d967f4a93MD53ORIGINALTese Janina Moquillaza Sanchez.pdfapplication/pdf2924549https://repositorio.pucsp.br/xmlui/bitstream/handle/9857/1/Tese%20Janina%20Moquillaza%20Sanchez.pdfe7ea38e727b42d3eb445c0aa1803645aMD51THUMBNAILTese Janina Moquillaza Sanchez.pdf.jpgTese Janina Moquillaza Sanchez.pdf.jpgGenerated Thumbnailimage/jpeg2104https://repositorio.pucsp.br/xmlui/bitstream/handle/9857/2/Tese%20Janina%20Moquillaza%20Sanchez.pdf.jpgc4715912a635b5fbde63d2a9b070733fMD52handle/98572022-04-28 05:10:24.743oai:repositorio.pucsp.br:handle/9857Biblioteca Digital de Teses e Dissertaçõeshttps://sapientia.pucsp.br/https://sapientia.pucsp.br/oai/requestbngkatende@pucsp.br||rapassi@pucsp.bropendoar:2022-04-28T08:10:24Biblioteca Digital de Teses e Dissertações da PUC_SP - Pontifícia Universidade Católica de São Paulo (PUC-SP)false
dc.title.por.fl_str_mv Currículo intercultural: a arte como sistema simbólico cultural na escola de branco: um estudo a partir da arte na educação escolar, na aldeia tupi-guarani de Piaçaguera
dc.title.alternative.eng.fl_str_mv Intercultural curriculum: art as a cultural simbolic system in the school of whites: from art in school education, a study at the indigenous Tupi-guarani Piaçaguera village
title Currículo intercultural: a arte como sistema simbólico cultural na escola de branco: um estudo a partir da arte na educação escolar, na aldeia tupi-guarani de Piaçaguera
spellingShingle Currículo intercultural: a arte como sistema simbólico cultural na escola de branco: um estudo a partir da arte na educação escolar, na aldeia tupi-guarani de Piaçaguera
Sánchez, Janina Moquillaza
Currículo intercultural
Arte e educação
Educação indígena
Tupi-guarani
Aldeia Piaçaguera
Aldeia Piacaguera, Peruibe, SP
Arte -- Estudo e ensino
Educacao multicultural
Indios Tupi -- Educacao
Intercultural curriculum
Art and education
Indigenous education
Tupi-guarani
Aldeia Piaçaguera
CNPQ::CIENCIAS HUMANAS::EDUCACAO::CURRICULO
title_short Currículo intercultural: a arte como sistema simbólico cultural na escola de branco: um estudo a partir da arte na educação escolar, na aldeia tupi-guarani de Piaçaguera
title_full Currículo intercultural: a arte como sistema simbólico cultural na escola de branco: um estudo a partir da arte na educação escolar, na aldeia tupi-guarani de Piaçaguera
title_fullStr Currículo intercultural: a arte como sistema simbólico cultural na escola de branco: um estudo a partir da arte na educação escolar, na aldeia tupi-guarani de Piaçaguera
title_full_unstemmed Currículo intercultural: a arte como sistema simbólico cultural na escola de branco: um estudo a partir da arte na educação escolar, na aldeia tupi-guarani de Piaçaguera
title_sort Currículo intercultural: a arte como sistema simbólico cultural na escola de branco: um estudo a partir da arte na educação escolar, na aldeia tupi-guarani de Piaçaguera
author Sánchez, Janina Moquillaza
author_facet Sánchez, Janina Moquillaza
author_role author
dc.contributor.advisor1.fl_str_mv Casali, Alipio
dc.contributor.author.fl_str_mv Sánchez, Janina Moquillaza
contributor_str_mv Casali, Alipio
dc.subject.por.fl_str_mv Currículo intercultural
Arte e educação
Educação indígena
Tupi-guarani
Aldeia Piaçaguera
Aldeia Piacaguera, Peruibe, SP
Arte -- Estudo e ensino
Educacao multicultural
Indios Tupi -- Educacao
topic Currículo intercultural
Arte e educação
Educação indígena
Tupi-guarani
Aldeia Piaçaguera
Aldeia Piacaguera, Peruibe, SP
Arte -- Estudo e ensino
Educacao multicultural
Indios Tupi -- Educacao
Intercultural curriculum
Art and education
Indigenous education
Tupi-guarani
Aldeia Piaçaguera
CNPQ::CIENCIAS HUMANAS::EDUCACAO::CURRICULO
dc.subject.eng.fl_str_mv Intercultural curriculum
Art and education
Indigenous education
Tupi-guarani
Aldeia Piaçaguera
dc.subject.cnpq.fl_str_mv CNPQ::CIENCIAS HUMANAS::EDUCACAO::CURRICULO
description This is a qualitative ethnographic research, approached through the action-research method. From the problem of limitations to access the human right to quality education, I intended to know the ways to enhance self esteem of indigenous teachers through the means of art, by accessing theoretical discourses and appropriating of knowledges in intercultural relations. Specifically, I observed the case of a group of the Tupi-guarani linguistic branch in the State of São Paulo. For the paradigmatic orientation of this thesis I adopted the cultural anthropological theory of Clifford Geertz, to whom it is a net of meanings invented by man. Within the net of relations between the whites culture of education and indigenous culture of education, I developed a theoretical comprehension of culture as empowered mechanisms, controls, instructions to govern behavior, and adopting Geertz idea of art as a cultural symbolic system, I found a cultural collective production as the materialization of a way of living. Also, I based on Vygotsky s thoughts about the psychology of art, aesthetics on education, on current life and on behavior, the use of language, the social formation of mind and the importance of mediation. I researched about socio-historical circumstances of indigenous intercultural education as the action-research was developed at the Piaçaguera Tupi-guarani village, in Peruíbe, interior of São Paulo. As the problem configurated, and wiling to reveal the truth of the hypothesis of teachers low self-esteem, we developed a process of life history researches in the same village, sharing knowledges and stimulating the use of abilities to create, recovering ancient knowledges, and recognizing of possibilities of the use of artistic languages, in indigenous education. I consider that intercultural education is a challenge to contemporary education and that in the differentiated indigenous education persist ideas of the school of whites. I found important ways of how this is affecting and will affect indigenous populations, remaining some questions such as how this people use and will use their strength to also affect it; answer that will surely be given by us and by future generations. Concluding, I found that it was possible to contribute to enhance the self esteem of the indigenous group, to recover some elements of the cultural symbolic system, to promote art in education and in the life of people of the indigenous Piaçaguera village
publishDate 2006
dc.date.issued.fl_str_mv 2006-03-17
dc.date.available.fl_str_mv 2007-09-10
dc.date.accessioned.fl_str_mv 2016-04-27T14:31:37Z
dc.type.status.fl_str_mv info:eu-repo/semantics/publishedVersion
dc.type.driver.fl_str_mv info:eu-repo/semantics/doctoralThesis
format doctoralThesis
status_str publishedVersion
dc.identifier.citation.fl_str_mv Sánchez, Janina Moquillaza. Intercultural curriculum: art as a cultural simbolic system in the school of whites: from art in school education, a study at the indigenous Tupi-guarani Piaçaguera village. 2006. 229 f. Tese (Doutorado em Educação) - Pontifícia Universidade Católica de São Paulo, São Paulo, 2006.
dc.identifier.uri.fl_str_mv https://tede2.pucsp.br/handle/handle/9857
identifier_str_mv Sánchez, Janina Moquillaza. Intercultural curriculum: art as a cultural simbolic system in the school of whites: from art in school education, a study at the indigenous Tupi-guarani Piaçaguera village. 2006. 229 f. Tese (Doutorado em Educação) - Pontifícia Universidade Católica de São Paulo, São Paulo, 2006.
url https://tede2.pucsp.br/handle/handle/9857
dc.language.iso.fl_str_mv por
language por
dc.rights.driver.fl_str_mv info:eu-repo/semantics/openAccess
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Pontifícia Universidade Católica de São Paulo
dc.publisher.program.fl_str_mv Programa de Estudos Pós-Graduados em Educação: Currículo
dc.publisher.initials.fl_str_mv PUC-SP
dc.publisher.country.fl_str_mv BR
dc.publisher.department.fl_str_mv Educação
publisher.none.fl_str_mv Pontifícia Universidade Católica de São Paulo
dc.source.none.fl_str_mv reponame:Biblioteca Digital de Teses e Dissertações da PUC_SP
instname:Pontifícia Universidade Católica de São Paulo (PUC-SP)
instacron:PUC_SP
instname_str Pontifícia Universidade Católica de São Paulo (PUC-SP)
instacron_str PUC_SP
institution PUC_SP
reponame_str Biblioteca Digital de Teses e Dissertações da PUC_SP
collection Biblioteca Digital de Teses e Dissertações da PUC_SP
bitstream.url.fl_str_mv https://repositorio.pucsp.br/xmlui/bitstream/handle/9857/3/Tese%20Janina%20Moquillaza%20Sanchez.pdf.txt
https://repositorio.pucsp.br/xmlui/bitstream/handle/9857/1/Tese%20Janina%20Moquillaza%20Sanchez.pdf
https://repositorio.pucsp.br/xmlui/bitstream/handle/9857/2/Tese%20Janina%20Moquillaza%20Sanchez.pdf.jpg
bitstream.checksum.fl_str_mv 69505980810179bfc715b36d967f4a93
e7ea38e727b42d3eb445c0aa1803645a
c4715912a635b5fbde63d2a9b070733f
bitstream.checksumAlgorithm.fl_str_mv MD5
MD5
MD5
repository.name.fl_str_mv Biblioteca Digital de Teses e Dissertações da PUC_SP - Pontifícia Universidade Católica de São Paulo (PUC-SP)
repository.mail.fl_str_mv bngkatende@pucsp.br||rapassi@pucsp.br
_version_ 1809277878639001600