Educação Física e currículo: possibilidades de (re)significação da cultura corporal do povo originário Potiguara - PB

• Autor(a) principal: Oliveira, André Luís de Freitas
• Data de Publicação: 2019
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da UEPB
• Texto Completo: http://tede.bc.uepb.edu.br/jspui/handle/tede/3540
• topic: 1. Povo Potiguara. 2. Educação Física. 3. (Re)significação. 4. Cultura corporal.; CIENCIAS HUMANAS::EDUCACAO

This study has as object of research the Physical Education curriculum in indigenous education. Native peoples have always fought for the right to land and a differentiated education that absorbs their culture and knowledge. There are currently several official documents governing indigenous education in Brazil. In this sense, the general objective of this study is to offer methodological possibilities for the reaffirmation of signification of indigenous body culture in the daily life of Physical Education. It is noticeable the necessity to offer not only the contents of the official curriculum, but also knowledge of the local culture as a means of reinforce the ethnic origins of the indigenous people. Thus, Physical Education must become the protagonist of this relationship and not only obey a curriculum of hegemonic culture. The study consists of a qualitative research with an ethnographic approach, which searches to understand the Potiguara thinking about their culture and tradition and how this relationship is inserted in Physical Education classes. Therefore, participant observation, ethnographic interview, questionnaire and image capture in video and photo recordings are used as data collection instruments. The locus of the research is located at Cacique Iniguaçú State School, located in the Potiguara Indigenous Lands (TIs), in the city of Marcação, north coast of Paraíba. As academic framework presents the concepts of historical experience, formulated by Thompson (1981; 2001; 2002), and material history of Benjamin (1985); Goodson (2013a; 2013b) and Silva (2006; 2015) views on curriculum; traces a discussion about culture, starting from Thompson (1998) dialoguing with the conception of decoloniality brought by the authors Lander (2005; 2006), Mignolo (2002), Quijano (2005) and Walsh (2008, 2009 and 2014), contextualizing the critical interculturality presented by Candau (2011, 2016a and 2016b). Presents body culture based on studies by Neira and Nunes (2009; 2014); besides reflecting on the body as an instrument of sensitivity and producer of history from the perspective of Fontes (2011), Soares (2011), Taborda de Oliveira e Vaz (2004). As a product, it offers an interactive didactic sequence like a possible methodology for the pedagogical work with the body culture, using as reference Oliveira (2013). Providing access to a curriculum that instigates methodologies that highlight the body culture of the Potiguara people, making the reaffirmation of significance of the cultural historical heritage of this people becomes the most relevant premise of this research.