JOGOS E BRINCADEIRAS INDÍGENAS NO ENSINO DA EDUCAÇÃO FÍSICA: desafios e perspectivas nos anos iniciais do ensino fundamental
Autor(a) principal: | |
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Data de Publicação: | 2021 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Biblioteca Digital de Teses e Dissertações do UNICENTRO |
Texto Completo: | http://tede.unicentro.br:8080/jspui/handle/jspui/1869 |
Resumo: | In the face of the topic of education for ethnic-racial relations this dissertation presents the results of an action research developed at a 4th grade class from the early years of elementary education composed of 23 participants in which an intervention was performed, aiming mainly an analysis of the applicability of indigenous games and plays at Physical Education subject in the school context. Based on Barth’s (2000), Oliveira’s (2006), Luciano’s (2006) and Mota’s (1994; 2012) studies this paper approaches historical perspectives questioning the cultural boundaries caused by the colonization process that reflect on racist practices. The current research discusses the following inquiry: What is the applicability of indigenous games and plays at the implementation of Law 11.645/2008 to break racist perceptions, at Physical Education subject, in the school context of a 4th grade class from the early years of elementary education? It is addressed as a qualitative study, founded on the principles of educational ethnography. Accordingly to the theoretical-methodological instrumental for data analysis which, anchored in the assumptions of learningship constellations related to the Anthropology of Education, represent cognitive and emotional processes that lead thoughts and attitudes (DA SILVA, 2016; 2018). These experiences are lived within the community and are transmitted conscious or unconsciously as a type of learning in daily life (DA SILVA, 2016). The field notes along with the first sampling collected by the semi-structured instrument show stereotyped narratives built on references in which the participant’s learning relations stand. In the second sampling violence and racism recognition appear and both ethnicities emerge juxtaposed at a symmetrical level, undressing prejudice and revealing indigenous culture recognition along the history. Curriculum representativeness as a result of stigmatized groups effort is taken into consideration and understood as a great possible instrument to disarticulate oppressive cultural situations. Educational processes triggered during the research point to a way of possibilities and positive perspectives to notice and diminish racism. The indigenous games and plays learned while visiting Cacique Gregório Kaekchot Indigenous State School - EIEFEM (initials in Portuguese) at Terra Indígena Ivaí community indicated the applicability capable of providing new knowledge and experiences, creating changing possibilities at constellations, denaturalizing the violence and the historic denial suffered by indigenous. However, education for ethnic-racial relations needs to be more expansive, going 11 beyond school context and reaching other spaces and pedagogical environments that will interfere in learning relations with positive actions that may become a social practice. |
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Silva, Jefferson Olivatto dahttp://lattes.cnpq.br/008857802426404605524145908http://lattes.cnpq.br/8659561913169797Shreiber, Clodoaldo2022-03-19T13:30:53Z2021-12-10Shreiber, Clodoaldo. JOGOS E BRINCADEIRAS INDÍGENAS NO ENSINO DA EDUCAÇÃO FÍSICA: desafios e perspectivas nos anos iniciais do ensino fundamental. 2021. 181 f. Dissertação (Programa de Pós-Graduação em Educação - Mestrado - Irati) - Universidade Estadual do Centro-Oeste, Guarapuava.http://tede.unicentro.br:8080/jspui/handle/jspui/1869In the face of the topic of education for ethnic-racial relations this dissertation presents the results of an action research developed at a 4th grade class from the early years of elementary education composed of 23 participants in which an intervention was performed, aiming mainly an analysis of the applicability of indigenous games and plays at Physical Education subject in the school context. Based on Barth’s (2000), Oliveira’s (2006), Luciano’s (2006) and Mota’s (1994; 2012) studies this paper approaches historical perspectives questioning the cultural boundaries caused by the colonization process that reflect on racist practices. The current research discusses the following inquiry: What is the applicability of indigenous games and plays at the implementation of Law 11.645/2008 to break racist perceptions, at Physical Education subject, in the school context of a 4th grade class from the early years of elementary education? It is addressed as a qualitative study, founded on the principles of educational ethnography. Accordingly to the theoretical-methodological instrumental for data analysis which, anchored in the assumptions of learningship constellations related to the Anthropology of Education, represent cognitive and emotional processes that lead thoughts and attitudes (DA SILVA, 2016; 2018). These experiences are lived within the community and are transmitted conscious or unconsciously as a type of learning in daily life (DA SILVA, 2016). The field notes along with the first sampling collected by the semi-structured instrument show stereotyped narratives built on references in which the participant’s learning relations stand. In the second sampling violence and racism recognition appear and both ethnicities emerge juxtaposed at a symmetrical level, undressing prejudice and revealing indigenous culture recognition along the history. Curriculum representativeness as a result of stigmatized groups effort is taken into consideration and understood as a great possible instrument to disarticulate oppressive cultural situations. Educational processes triggered during the research point to a way of possibilities and positive perspectives to notice and diminish racism. The indigenous games and plays learned while visiting Cacique Gregório Kaekchot Indigenous State School - EIEFEM (initials in Portuguese) at Terra Indígena Ivaí community indicated the applicability capable of providing new knowledge and experiences, creating changing possibilities at constellations, denaturalizing the violence and the historic denial suffered by indigenous. However, education for ethnic-racial relations needs to be more expansive, going 11 beyond school context and reaching other spaces and pedagogical environments that will interfere in learning relations with positive actions that may become a social practice.Diante da temática da educação para as relações etnicorraciais, esta dissertação apresenta os resultados de uma pesquisa-ação realizada em uma turma do quarto ano dos anos iniciais do Ensino Fundamental composta por 23 participantes na qual foi realizada uma intervenção, cujo objetivo principal foi analisar a aplicabilidade de jogos e brincadeiras indígenas na disciplina de Educação Física no contexto escolar. Pautado nos estudos de Barth (2000), Oliveira (2006), Luciano (2006) e Mota (1994; 2012) este trabalho disserta sobre as perspectivas históricas das culturas indígenas problematizando as fronteiras culturais ocasionadas pelo processo de colonização que se configuram em práticas racistas. A presente pesquisa problematiza-se no seguinte questionamento: Qual a aplicabilidade de jogos e brincadeiras indígenas na implementação da Lei 11.645/2008, na ruptura de percepções racistas, na disciplina de educação física, no contexto escolar em uma turma do 4º ano dos anos iniciais do Ensino Fundamental? Trata-se de um estudo de cunho qualitativo, alicerçado nos princípios da etnografia educacional. O instrumental teórico-metodológico para as análises dos dados, assenta-se nos pressupostos das constelações de aprendizagem, que a partir da Antropologia da Educação representam processos cognitivos e emocionais que coordenam pensamentos e atitudes (DA SILVA, 2016; 2018). São experiências vivenciadas dentro da comunidade e que consciente ou inconscientemente, são transmitidas como forma de aprendizado no cotidiano (DA SILVA, 2016). O diário de pesquisa e a primeira amostragem coletada por meio de instrumento semiestruturado apresentam narrativas estereotipadas, construídas sobre as referências nas quais assentam-se as relações de aprendizagem dos participantes. Na segunda amostragem passa a existir o reconhecimento da violência e do racismo e ambas etnias surgem justapostas em um patamar simétrico, apresentando contornos significativos de reconhecimento da cultura indígena ao longo da história. Consideramos que a representatividade curricular resultante da luta de grupos estigmatizados, pode ser um grande instrumento para desarticular situações culturais de opressão. Os processos educativos desencadeados no decorrer da pesquisa apontam para um caminho de possibilidades e perspectivas positivas de percepção e atenuação do racismo. Os jogos e brincadeiras indígenas aprendidos em visita ao Colégio Estadual Indígena Cacique Gregório Kaekchot – EIEFEM na comunidade Terra Indígena Ivaí indicaram aplicabilidade capaz de proporcionar novas vivências e experiências inserindo possibilidades de alterações nas constelações, desnaturalizando a violência e a negação histórica sofrida pelos indígenas. Entretanto, a educação para as relações etnicorraciais, precisa ser mais expansiva, ir além do espaço escolar e atingir outros espaços e ambientes pedagógicos, que irão interferir nas relações de aprendizagem com ações afirmativas e que poderão vir a se tornar uma prática social.Submitted by Fabiano Jucá (fjuca@unicentro.br) on 2022-03-19T13:30:53Z No. of bitstreams: 1 CLODOALDO SHREIBER.pdf: 19822731 bytes, checksum: 10b359b08ff7dbd148a3365818cddf5f (MD5)Made available in DSpace on 2022-03-19T13:30:53Z (GMT). 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dc.title.por.fl_str_mv |
JOGOS E BRINCADEIRAS INDÍGENAS NO ENSINO DA EDUCAÇÃO FÍSICA: desafios e perspectivas nos anos iniciais do ensino fundamental |
dc.title.alternative.eng.fl_str_mv |
Indigenous games and plays at Physical Education teaching: challenges and perspectives in the early years of elementary education |
title |
JOGOS E BRINCADEIRAS INDÍGENAS NO ENSINO DA EDUCAÇÃO FÍSICA: desafios e perspectivas nos anos iniciais do ensino fundamental |
spellingShingle |
JOGOS E BRINCADEIRAS INDÍGENAS NO ENSINO DA EDUCAÇÃO FÍSICA: desafios e perspectivas nos anos iniciais do ensino fundamental Shreiber, Clodoaldo Educação Jogos e Brincadeiras Indígenas Lei 11.645/2008 Relações etnicorraciais Law 11.645/2008 Education Ethnic-racial relations Indigenous games and plays CIENCIAS HUMANAS::EDUCACAO |
title_short |
JOGOS E BRINCADEIRAS INDÍGENAS NO ENSINO DA EDUCAÇÃO FÍSICA: desafios e perspectivas nos anos iniciais do ensino fundamental |
title_full |
JOGOS E BRINCADEIRAS INDÍGENAS NO ENSINO DA EDUCAÇÃO FÍSICA: desafios e perspectivas nos anos iniciais do ensino fundamental |
title_fullStr |
JOGOS E BRINCADEIRAS INDÍGENAS NO ENSINO DA EDUCAÇÃO FÍSICA: desafios e perspectivas nos anos iniciais do ensino fundamental |
title_full_unstemmed |
JOGOS E BRINCADEIRAS INDÍGENAS NO ENSINO DA EDUCAÇÃO FÍSICA: desafios e perspectivas nos anos iniciais do ensino fundamental |
title_sort |
JOGOS E BRINCADEIRAS INDÍGENAS NO ENSINO DA EDUCAÇÃO FÍSICA: desafios e perspectivas nos anos iniciais do ensino fundamental |
author |
Shreiber, Clodoaldo |
author_facet |
Shreiber, Clodoaldo |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Silva, Jefferson Olivatto da |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/0088578024264046 |
dc.contributor.authorID.fl_str_mv |
05524145908 |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/8659561913169797 |
dc.contributor.author.fl_str_mv |
Shreiber, Clodoaldo |
contributor_str_mv |
Silva, Jefferson Olivatto da |
dc.subject.por.fl_str_mv |
Educação Jogos e Brincadeiras Indígenas Lei 11.645/2008 Relações etnicorraciais |
topic |
Educação Jogos e Brincadeiras Indígenas Lei 11.645/2008 Relações etnicorraciais Law 11.645/2008 Education Ethnic-racial relations Indigenous games and plays CIENCIAS HUMANAS::EDUCACAO |
dc.subject.eng.fl_str_mv |
Law 11.645/2008 Education Ethnic-racial relations Indigenous games and plays |
dc.subject.cnpq.fl_str_mv |
CIENCIAS HUMANAS::EDUCACAO |
description |
In the face of the topic of education for ethnic-racial relations this dissertation presents the results of an action research developed at a 4th grade class from the early years of elementary education composed of 23 participants in which an intervention was performed, aiming mainly an analysis of the applicability of indigenous games and plays at Physical Education subject in the school context. Based on Barth’s (2000), Oliveira’s (2006), Luciano’s (2006) and Mota’s (1994; 2012) studies this paper approaches historical perspectives questioning the cultural boundaries caused by the colonization process that reflect on racist practices. The current research discusses the following inquiry: What is the applicability of indigenous games and plays at the implementation of Law 11.645/2008 to break racist perceptions, at Physical Education subject, in the school context of a 4th grade class from the early years of elementary education? It is addressed as a qualitative study, founded on the principles of educational ethnography. Accordingly to the theoretical-methodological instrumental for data analysis which, anchored in the assumptions of learningship constellations related to the Anthropology of Education, represent cognitive and emotional processes that lead thoughts and attitudes (DA SILVA, 2016; 2018). These experiences are lived within the community and are transmitted conscious or unconsciously as a type of learning in daily life (DA SILVA, 2016). The field notes along with the first sampling collected by the semi-structured instrument show stereotyped narratives built on references in which the participant’s learning relations stand. In the second sampling violence and racism recognition appear and both ethnicities emerge juxtaposed at a symmetrical level, undressing prejudice and revealing indigenous culture recognition along the history. Curriculum representativeness as a result of stigmatized groups effort is taken into consideration and understood as a great possible instrument to disarticulate oppressive cultural situations. Educational processes triggered during the research point to a way of possibilities and positive perspectives to notice and diminish racism. The indigenous games and plays learned while visiting Cacique Gregório Kaekchot Indigenous State School - EIEFEM (initials in Portuguese) at Terra Indígena Ivaí community indicated the applicability capable of providing new knowledge and experiences, creating changing possibilities at constellations, denaturalizing the violence and the historic denial suffered by indigenous. However, education for ethnic-racial relations needs to be more expansive, going 11 beyond school context and reaching other spaces and pedagogical environments that will interfere in learning relations with positive actions that may become a social practice. |
publishDate |
2021 |
dc.date.issued.fl_str_mv |
2021-12-10 |
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2022-03-19T13:30:53Z |
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Shreiber, Clodoaldo. JOGOS E BRINCADEIRAS INDÍGENAS NO ENSINO DA EDUCAÇÃO FÍSICA: desafios e perspectivas nos anos iniciais do ensino fundamental. 2021. 181 f. Dissertação (Programa de Pós-Graduação em Educação - Mestrado - Irati) - Universidade Estadual do Centro-Oeste, Guarapuava. |
dc.identifier.uri.fl_str_mv |
http://tede.unicentro.br:8080/jspui/handle/jspui/1869 |
identifier_str_mv |
Shreiber, Clodoaldo. JOGOS E BRINCADEIRAS INDÍGENAS NO ENSINO DA EDUCAÇÃO FÍSICA: desafios e perspectivas nos anos iniciais do ensino fundamental. 2021. 181 f. Dissertação (Programa de Pós-Graduação em Educação - Mestrado - Irati) - Universidade Estadual do Centro-Oeste, Guarapuava. |
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UNICENTRO |
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Brasil |
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Unicentro::Departamento de Ciências Humanas, Letras e Artes |
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Universidade Estadual do Centro-Oeste |
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MD5 MD5 MD5 MD5 |
repository.name.fl_str_mv |
Biblioteca Digital de Teses e Dissertações do UNICENTRO - Universidade Estadual do Centro-Oeste (UNICENTRO) |
repository.mail.fl_str_mv |
repositorio@unicentro.br||fabianoqueiroz@yahoo.com.br |
_version_ |
1811733826776334336 |