Educação e escolarização da criança indígena com deficência em Terra Indígena Araribá

Detalhes bibliográficos
Autor(a) principal: Sá, Michele Aparecida de
Data de Publicação: 2015
Tipo de documento: Tese
Idioma: por
Título da fonte: Repositório Institucional da UFSCAR
Texto Completo: https://repositorio.ufscar.br/handle/ufscar/2935
Resumo: The Brazilian educational policy about Special Education interfaced to Indigenous Education is still under construction. According to the Scholar Census of São Paulo state (BRAZIL, 2011) there are indigenous children with disabilities enrolled in indigenous schools in their communities. However, there is a dearth of studies on the education of indigenous children with disabilities. This study aimed to describe, analyze and understand the association between Special Education and the Indigenous education in Araribá indigenous land, São Paulo state. The specific aims of this study were: 1) Map the enrollment of indigenous students with disabilities in indigenous schools in Brazil; 2) Examine the structure of indigenous education in the State of São Paulo; 3) Identify the way that family and community (Nimuendajú and Tereguá) comprehend the disabled people and; 4) Identify and analyze the limits and possibilities of indigenous school Tereguá regard a student with disability. The study s theoretical framework was the historical-materialism. The methodological procedures were composed by semi-structured interviews with a teacher and two vice-directors of indigenous schools, a father and two mothers, two leaders and an elderly; there were observations in communities and schools; and documents analysis. The results of this study revealed that in the context of these indigenous communities, special education does not happen yet and the indigenous children with disabilities do not have access to the services offered by special education. However, this is not a specific event of indigenous schools of the Araribá s indigenous land. According to data from school census, there has been a significant increase in the enrollment numbers of indigenous children with disabilities in indigenous schools on entire country. Nevertheless, only a small number of indigenous students with disabilities in Brazil gets some type of care offered by special education, which demonstrates that there is no interest of government in this issue. Furthermore, there are other problems in indigenous schools in São Paulo state. It was identified government negligence in other areas, such as, absence of adequate study material in order to maintain their culture; Initial and continuous training are precarious; low financial investment; absence of financial investment in order to increase physical structure and quantity of schools; no scholar transportation; negligence in the execution and improvement of existing education policies. It has concluded that it is important to defend an emancipatory, critical and questioner educational practice guaranteed by the purpose of Historical-Critical Pedagogy, which defends the right of everybody to access to the cultural heritage historically developed. Through this pedagogical theory, the indigenous school could be a space where students with or without disabilities can own the systematized knowledge and admit a function beyond the reproduction of dominant social relations.
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spelling Sá, Michele Aparecida deCaiado, Kátia Regina Morenohttp://lattes.cnpq.br/0803778280883949http://lattes.cnpq.br/25464303572010578382340d-8940-4c81-88fa-d02f76c4cee22016-06-02T19:44:18Z2015-04-302016-06-02T19:44:18Z2015-02-25SÁ, Michele Aparecida de. Educação e escolarização da criança indígena com deficência em Terra Indígena Araribá. 2015. 184 f. Tese (Doutorado em Ciências Humanas) - Universidade Federal de São Carlos, São Carlos, 2015.https://repositorio.ufscar.br/handle/ufscar/2935The Brazilian educational policy about Special Education interfaced to Indigenous Education is still under construction. According to the Scholar Census of São Paulo state (BRAZIL, 2011) there are indigenous children with disabilities enrolled in indigenous schools in their communities. However, there is a dearth of studies on the education of indigenous children with disabilities. This study aimed to describe, analyze and understand the association between Special Education and the Indigenous education in Araribá indigenous land, São Paulo state. The specific aims of this study were: 1) Map the enrollment of indigenous students with disabilities in indigenous schools in Brazil; 2) Examine the structure of indigenous education in the State of São Paulo; 3) Identify the way that family and community (Nimuendajú and Tereguá) comprehend the disabled people and; 4) Identify and analyze the limits and possibilities of indigenous school Tereguá regard a student with disability. The study s theoretical framework was the historical-materialism. The methodological procedures were composed by semi-structured interviews with a teacher and two vice-directors of indigenous schools, a father and two mothers, two leaders and an elderly; there were observations in communities and schools; and documents analysis. The results of this study revealed that in the context of these indigenous communities, special education does not happen yet and the indigenous children with disabilities do not have access to the services offered by special education. However, this is not a specific event of indigenous schools of the Araribá s indigenous land. According to data from school census, there has been a significant increase in the enrollment numbers of indigenous children with disabilities in indigenous schools on entire country. Nevertheless, only a small number of indigenous students with disabilities in Brazil gets some type of care offered by special education, which demonstrates that there is no interest of government in this issue. Furthermore, there are other problems in indigenous schools in São Paulo state. It was identified government negligence in other areas, such as, absence of adequate study material in order to maintain their culture; Initial and continuous training are precarious; low financial investment; absence of financial investment in order to increase physical structure and quantity of schools; no scholar transportation; negligence in the execution and improvement of existing education policies. It has concluded that it is important to defend an emancipatory, critical and questioner educational practice guaranteed by the purpose of Historical-Critical Pedagogy, which defends the right of everybody to access to the cultural heritage historically developed. Through this pedagogical theory, the indigenous school could be a space where students with or without disabilities can own the systematized knowledge and admit a function beyond the reproduction of dominant social relations.Na política educacional brasileira é observado que a interface da educação especial com a educação escolar indígena está em construção. Atualmente no Estado de São Paulo, pelos dados do Censo Escolar (BRASIL, 2011), existem crianças indígenas com deficiência matriculadas em escolas indígenas de suas comunidades. No entanto, verifica-se a escassez de estudos que abordam a educação da criança indígena com deficiência e a interface da educação especial com a educação escolar indígena. Assim, este estudo teve por objetivo geral descrever, analisar e compreender a relação entre a educação especial e a educação escolar indígena na Terra Indígena de Araribá, no Estado de São Paulo. Objetivos específicos resultaram em: 1) Mapear as matrículas de alunos indígenas com deficiência nas escolas indígenas do Brasil; 2) Analisar a configuração da educação escolar indígena no Estado de São Paulo; 3) Conhecer como a família e a comunidade (Nimuendajú e Tereguá) percebem as pessoas com deficiência e 4) Identificar e analisar os limites e possibilidades da escola indígena Tereguá em relação a aluna com deficiência. O estudo se fundamentou no materialismo histórico. Os procedimentos metodológicos foram compostos por entrevistas semiestruturadas com um professor e dois vice-diretores das escolas indígenas, com um pai e duas mães, duas lideranças e uma anciã; houve observações nas comunidades e nas escolas; e análise de documentos. Os resultados revelaram que no contexto concreto das comunidades indígenas estudadas a interface da educação especial com a educação escolar indígena ainda não se efetiva, e este não é um acontecimento específico das escolas indígenas da Terra Indígena Araribá, ao analisar dados de realidade advindos das matrículas de alunos indígenas (Censo Escolar), pode-se perceber um aumento significativo do número de matrículas de alunos com deficiência nas escolas indígenas de todo país. Entretanto, verificou-se que apenas uma pequena parcela desses alunos recebe algum tipo de atendimento oferecido pela educação especial, o que revela que as escolas indígenas não têm recebido real atenção do poder público. Mas o problema da falta de atendimento especializado não é o único dentro das escolas indígenas, ao investigar a configuração da educação escolar indígena no Estado de São Paulo identificou-se um descaso do governo paulista que resulta em: falta de material didático e adaptado as especificidades culturais de cada povo; formação inicial e continuada precária dos professores; baixo investimento financeiro; ausência de incentivo financeiro para ampliação da estrutura física e do número de escolas; falta de transporte escolar; descaso na efetivação e aprimoramento das políticas educativas existentes. Ao final deste estudo conclui-se que se deve defender uma prática educativa para os alunos indígenas com e sem deficiência que seja questionadora, crítica e emancipadora, assegurada pela proposta da Pedagogia Histórico-Crítica, a qual defende o acesso de todos ao patrimônio cultural humano historicamente desenvolvido. Acredita-se que por meio dessa teoria pedagógica crítica, a escola indígena pode torna-se um espaço onde os alunos, com e sem deficiência, possam se apropriar dos conhecimentos sistematizados e assumir também uma função para além da reprodução das relações sociais dominantes.Financiadora de Estudos e Projetosapplication/pdfporUniversidade Federal de São CarlosPrograma de Pós-Graduação em Educação Especial - PPGEEsUFSCarBREducação especialEducação escolar indígenaEstudantes indígenasPessoas com deficiênciasSpecial educationIndigenous scholar educationIndigenous students with disabilityCIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO::EDUCACAO ESPECIALEducação e escolarização da criança indígena com deficência em Terra Indígena Araribáinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesis-1-188fe0a96-7662-458f-8d82-9dc9dd452400info:eu-repo/semantics/openAccessreponame:Repositório Institucional da UFSCARinstname:Universidade Federal de São Carlos (UFSCAR)instacron:UFSCARORIGINAL6702.pdfapplication/pdf4418793https://repositorio.ufscar.br/bitstream/ufscar/2935/1/6702.pdf75ebd4cd5e9ea81f9c4e70dda29348f4MD51TEXT6702.pdf.txt6702.pdf.txtExtracted texttext/plain0https://repositorio.ufscar.br/bitstream/ufscar/2935/2/6702.pdf.txtd41d8cd98f00b204e9800998ecf8427eMD52THUMBNAIL6702.pdf.jpg6702.pdf.jpgIM Thumbnailimage/jpeg5438https://repositorio.ufscar.br/bitstream/ufscar/2935/3/6702.pdf.jpg856e15038c497719f7cc233498108b89MD53ufscar/29352023-09-18 18:31:32.235oai:repositorio.ufscar.br:ufscar/2935Repositório InstitucionalPUBhttps://repositorio.ufscar.br/oai/requestopendoar:43222023-09-18T18:31:32Repositório Institucional da UFSCAR - Universidade Federal de São Carlos (UFSCAR)false
dc.title.por.fl_str_mv Educação e escolarização da criança indígena com deficência em Terra Indígena Araribá
title Educação e escolarização da criança indígena com deficência em Terra Indígena Araribá
spellingShingle Educação e escolarização da criança indígena com deficência em Terra Indígena Araribá
Sá, Michele Aparecida de
Educação especial
Educação escolar indígena
Estudantes indígenas
Pessoas com deficiências
Special education
Indigenous scholar education
Indigenous students with disability
CIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO::EDUCACAO ESPECIAL
title_short Educação e escolarização da criança indígena com deficência em Terra Indígena Araribá
title_full Educação e escolarização da criança indígena com deficência em Terra Indígena Araribá
title_fullStr Educação e escolarização da criança indígena com deficência em Terra Indígena Araribá
title_full_unstemmed Educação e escolarização da criança indígena com deficência em Terra Indígena Araribá
title_sort Educação e escolarização da criança indígena com deficência em Terra Indígena Araribá
author Sá, Michele Aparecida de
author_facet Sá, Michele Aparecida de
author_role author
dc.contributor.authorlattes.por.fl_str_mv http://lattes.cnpq.br/2546430357201057
dc.contributor.author.fl_str_mv Sá, Michele Aparecida de
dc.contributor.advisor1.fl_str_mv Caiado, Kátia Regina Moreno
dc.contributor.advisor1Lattes.fl_str_mv http://lattes.cnpq.br/0803778280883949
dc.contributor.authorID.fl_str_mv 8382340d-8940-4c81-88fa-d02f76c4cee2
contributor_str_mv Caiado, Kátia Regina Moreno
dc.subject.por.fl_str_mv Educação especial
Educação escolar indígena
Estudantes indígenas
Pessoas com deficiências
topic Educação especial
Educação escolar indígena
Estudantes indígenas
Pessoas com deficiências
Special education
Indigenous scholar education
Indigenous students with disability
CIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO::EDUCACAO ESPECIAL
dc.subject.eng.fl_str_mv Special education
Indigenous scholar education
Indigenous students with disability
dc.subject.cnpq.fl_str_mv CIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO::EDUCACAO ESPECIAL
description The Brazilian educational policy about Special Education interfaced to Indigenous Education is still under construction. According to the Scholar Census of São Paulo state (BRAZIL, 2011) there are indigenous children with disabilities enrolled in indigenous schools in their communities. However, there is a dearth of studies on the education of indigenous children with disabilities. This study aimed to describe, analyze and understand the association between Special Education and the Indigenous education in Araribá indigenous land, São Paulo state. The specific aims of this study were: 1) Map the enrollment of indigenous students with disabilities in indigenous schools in Brazil; 2) Examine the structure of indigenous education in the State of São Paulo; 3) Identify the way that family and community (Nimuendajú and Tereguá) comprehend the disabled people and; 4) Identify and analyze the limits and possibilities of indigenous school Tereguá regard a student with disability. The study s theoretical framework was the historical-materialism. The methodological procedures were composed by semi-structured interviews with a teacher and two vice-directors of indigenous schools, a father and two mothers, two leaders and an elderly; there were observations in communities and schools; and documents analysis. The results of this study revealed that in the context of these indigenous communities, special education does not happen yet and the indigenous children with disabilities do not have access to the services offered by special education. However, this is not a specific event of indigenous schools of the Araribá s indigenous land. According to data from school census, there has been a significant increase in the enrollment numbers of indigenous children with disabilities in indigenous schools on entire country. Nevertheless, only a small number of indigenous students with disabilities in Brazil gets some type of care offered by special education, which demonstrates that there is no interest of government in this issue. Furthermore, there are other problems in indigenous schools in São Paulo state. It was identified government negligence in other areas, such as, absence of adequate study material in order to maintain their culture; Initial and continuous training are precarious; low financial investment; absence of financial investment in order to increase physical structure and quantity of schools; no scholar transportation; negligence in the execution and improvement of existing education policies. It has concluded that it is important to defend an emancipatory, critical and questioner educational practice guaranteed by the purpose of Historical-Critical Pedagogy, which defends the right of everybody to access to the cultural heritage historically developed. Through this pedagogical theory, the indigenous school could be a space where students with or without disabilities can own the systematized knowledge and admit a function beyond the reproduction of dominant social relations.
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2016-06-02T19:44:18Z
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