“Não porque ele quis, mas pela nossa luta”: Conversando, aprendendo e fazendo histórias com professores indígenas
Autor(a) principal: | |
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Data de Publicação: | 2020 |
Outros Autores: | |
Tipo de documento: | Tese |
Idioma: | por |
Título da fonte: | Biblioteca Digital de Teses e Dissertações da UERJ |
Texto Completo: | http://www.bdtd.uerj.br/handle/1/17269 |
Resumo: | What are the training trajectories of indigenous teachers who begin working even before they have started or completed a teacher training course? How does the notion of the lay teacher dialog with the many knowledge of those teachers and their long trajectories of performance? What are the meanings of indigenous schools for such teachers and what knowledge is valued in their daily policies and practices? In the first chapter of this thesis, I defend that indigenous (auto)biographical narratives can be a tactic, as in Certeau's perspective to enhance "the stories not told by History" in the light of School of Samba Mangueira's theme for the 2019 Carnival, "Bedtime lullabies for grown up people". In chapter two, I narrate some of my learning with indigenous people throughout my life in the triple Amazonian border, valuing the presence of indigenous knowledge well beyond that narrated by my main interlocutors. In the third chapter, I present my interlocutors (auto)biographical narratives and also their training histories, reflecting on how these indigenous people became teachers even before completing a teacher-training course, thus discussing the lay teacher notion bringing to light as well, the politicspractices created by them in their everyday lives. Finally, as last considerations, I work with Ginzburg's indiciary paradigm (2019) as a starting point to discuss the three focal issues of this thesis: 1) the notion of lay teacher; 2) the everyday educational policiespractices created by indigenous teachers; 3) the uncovering of stories denied by hegemonic historiography, the so called 'Stories not told by History'. |
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Oliveira, Inês Barbosa dehttp://lattes.cnpq.br/0323845315267858Oliveira Filho, João Pacheco dehttp://lattes.cnpq.br/3524115532897588Moreira, Antonio Flávio Barbosahttp://lattes.cnpq.br/4949667751311748Cinelli, Maria Luiza Süssekind Veríssimohttp://lattes.cnpq.br/3054907039826552Vasconcellos, Maria Celi Chaveshttp://lattes.cnpq.br/9511377122315447Lopes, Danielle Bastoshttp://lattes.cnpq.br/6586130981217856http://lattes.cnpq.br/3006297256905004Peixoto, Leonardo Ferreiraleopeixoto.uea@gmail.com2022-03-14T16:50:52Z2020-03-03PEIXOTO, Leonardo Ferreira. “Não porque ele quis, mas pela nossa luta”: conversando, aprendendo e fazendo histórias com professores indígenas. 2020. 92 f. Tese (Doutorado em Educação) – Faculdade de Educação, Universidade do Estado do Rio de Janeiro, Rio de Janeiro, 2020.http://www.bdtd.uerj.br/handle/1/17269What are the training trajectories of indigenous teachers who begin working even before they have started or completed a teacher training course? How does the notion of the lay teacher dialog with the many knowledge of those teachers and their long trajectories of performance? What are the meanings of indigenous schools for such teachers and what knowledge is valued in their daily policies and practices? In the first chapter of this thesis, I defend that indigenous (auto)biographical narratives can be a tactic, as in Certeau's perspective to enhance "the stories not told by History" in the light of School of Samba Mangueira's theme for the 2019 Carnival, "Bedtime lullabies for grown up people". In chapter two, I narrate some of my learning with indigenous people throughout my life in the triple Amazonian border, valuing the presence of indigenous knowledge well beyond that narrated by my main interlocutors. In the third chapter, I present my interlocutors (auto)biographical narratives and also their training histories, reflecting on how these indigenous people became teachers even before completing a teacher-training course, thus discussing the lay teacher notion bringing to light as well, the politicspractices created by them in their everyday lives. Finally, as last considerations, I work with Ginzburg's indiciary paradigm (2019) as a starting point to discuss the three focal issues of this thesis: 1) the notion of lay teacher; 2) the everyday educational policiespractices created by indigenous teachers; 3) the uncovering of stories denied by hegemonic historiography, the so called 'Stories not told by History'.Quais são as trajetórias de formação dos professores indígenas que começam a atuar antes mesmo de terem iniciado ou concluído um curso de formação de professores? Como a noção de professor-leigo dialoga com os tantos saberes desses docentes e suas trajetórias de atuação tão longas? Quais os sentidos das escolas indígenas para esses professores e que conhecimentos são valorizados em suas políticaspráticas cotidianas? No primeiro capítulo deste trabalho defendo a tese de que as narrativas (auto)biográficas indígenas podem ser uma tática, na perspectiva certeuaniana, de fazer emergir “as histórias que a História não conta” à luz do samba da Mangueira do Carnaval de 2019, “História para ninar gente grande”. No capítulo dois, narro um pouco das minhas aprendizagens com os indígenas ao longo da vida na tríplice fronteira amazônica, valorizando a presença e os conhecimentos indígenas para além dos narrados pelos meus interlocutores principais. No terceiro capítulo, trago as narrativas (auto)biográficas de meus interlocutores e suas histórias de formação, refletindo como estes indígenas foram se tornando professores antes mesmo de concluírem um curso de formação de professores, problematizando a noção de professor-leigo e fazendo emergir as políticaspráticas criadas por eles em seus cotidianos. Por fim, nas considerações finais, tomo como ponto de partida o paradigma indiciário de Ginzburg (2019) para problematizar as três questões centrais desta tese: 1) a noção de professor-leigo; 2) as políticaspráticas educacionais cotidianas criadas pelos professores indígenas; 3) a desinvizibilização das histórias negadas pela historiografia hegemônica, as histórias que a História não conta.Submitted by Mariangela CEH/A (marianfig@gmail.com) on 2022-03-14T16:50:52Z No. of bitstreams: 2 Tese - Leonardo Ferreira Peixoto - 2020 - Completa.pdf: 1283773 bytes, checksum: e17e56c8685e9d433aa4578b825d0afb (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5)Made available in DSpace on 2022-03-14T16:50:52Z (GMT). No. of bitstreams: 2 Tese - Leonardo Ferreira Peixoto - 2020 - Completa.pdf: 1283773 bytes, checksum: e17e56c8685e9d433aa4578b825d0afb (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2020-03-03application/pdfporUniversidade do Estado do Rio de JaneiroPrograma de Pós-Graduação em EducaçãoUERJBrasilCentro de Educação e Humanidades::Faculdade de Educaçãohttp://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccessIndigenous teachersIndigenous (auto)biographical narrativesResearch with everyday lifeEducaçãoProfessores indígenas – FormaçãoMemória autobiográficaNarrativas (auto)biográficas indígenasPesquisa com os cotidianosCIENCIAS HUMANAS::EDUCACAO“Não porque ele quis, mas pela nossa luta”: Conversando, aprendendo e fazendo histórias com professores indígenas"Not because he wanted to, but for our struggle": talking, learning and making stories with indigenous teachersinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesisreponame:Biblioteca Digital de Teses e Dissertações da UERJinstname:Universidade do Estado do Rio de Janeiro (UERJ)instacron:UERJORIGINALTese - Leonardo Ferreira Peixoto - 2020 - Completa.pdfTese - Leonardo Ferreira Peixoto - 2020 - Completa.pdfapplication/pdf1283773http://www.bdtd.uerj.br/bitstream/1/17269/5/Tese+-+Leonardo+Ferreira+Peixoto+-+2020+-+Completa.pdfe17e56c8685e9d433aa4578b825d0afbMD55CC-LICENSElicense_urllicense_urltext/plain; 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dc.title.por.fl_str_mv |
“Não porque ele quis, mas pela nossa luta”: Conversando, aprendendo e fazendo histórias com professores indígenas |
dc.title.alternative.eng.fl_str_mv |
"Not because he wanted to, but for our struggle": talking, learning and making stories with indigenous teachers |
title |
“Não porque ele quis, mas pela nossa luta”: Conversando, aprendendo e fazendo histórias com professores indígenas |
spellingShingle |
“Não porque ele quis, mas pela nossa luta”: Conversando, aprendendo e fazendo histórias com professores indígenas Peixoto, Leonardo Ferreira Indigenous teachers Indigenous (auto)biographical narratives Research with everyday life Educação Professores indígenas – Formação Memória autobiográfica Narrativas (auto)biográficas indígenas Pesquisa com os cotidianos CIENCIAS HUMANAS::EDUCACAO |
title_short |
“Não porque ele quis, mas pela nossa luta”: Conversando, aprendendo e fazendo histórias com professores indígenas |
title_full |
“Não porque ele quis, mas pela nossa luta”: Conversando, aprendendo e fazendo histórias com professores indígenas |
title_fullStr |
“Não porque ele quis, mas pela nossa luta”: Conversando, aprendendo e fazendo histórias com professores indígenas |
title_full_unstemmed |
“Não porque ele quis, mas pela nossa luta”: Conversando, aprendendo e fazendo histórias com professores indígenas |
title_sort |
“Não porque ele quis, mas pela nossa luta”: Conversando, aprendendo e fazendo histórias com professores indígenas |
author |
Peixoto, Leonardo Ferreira |
author_facet |
Peixoto, Leonardo Ferreira leopeixoto.uea@gmail.com |
author_role |
author |
author2 |
leopeixoto.uea@gmail.com |
author2_role |
author |
dc.contributor.advisor1.fl_str_mv |
Oliveira, Inês Barbosa de |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/0323845315267858 |
dc.contributor.referee1.fl_str_mv |
Oliveira Filho, João Pacheco de |
dc.contributor.referee1Lattes.fl_str_mv |
http://lattes.cnpq.br/3524115532897588 |
dc.contributor.referee2.fl_str_mv |
Moreira, Antonio Flávio Barbosa |
dc.contributor.referee2Lattes.fl_str_mv |
http://lattes.cnpq.br/4949667751311748 |
dc.contributor.referee3.fl_str_mv |
Cinelli, Maria Luiza Süssekind Veríssimo |
dc.contributor.referee3Lattes.fl_str_mv |
http://lattes.cnpq.br/3054907039826552 |
dc.contributor.referee4.fl_str_mv |
Vasconcellos, Maria Celi Chaves |
dc.contributor.referee4Lattes.fl_str_mv |
http://lattes.cnpq.br/9511377122315447 |
dc.contributor.referee5.fl_str_mv |
Lopes, Danielle Bastos |
dc.contributor.referee5Lattes.fl_str_mv |
http://lattes.cnpq.br/6586130981217856 |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/3006297256905004 |
dc.contributor.author.fl_str_mv |
Peixoto, Leonardo Ferreira leopeixoto.uea@gmail.com |
contributor_str_mv |
Oliveira, Inês Barbosa de Oliveira Filho, João Pacheco de Moreira, Antonio Flávio Barbosa Cinelli, Maria Luiza Süssekind Veríssimo Vasconcellos, Maria Celi Chaves Lopes, Danielle Bastos |
dc.subject.eng.fl_str_mv |
Indigenous teachers Indigenous (auto)biographical narratives Research with everyday life |
topic |
Indigenous teachers Indigenous (auto)biographical narratives Research with everyday life Educação Professores indígenas – Formação Memória autobiográfica Narrativas (auto)biográficas indígenas Pesquisa com os cotidianos CIENCIAS HUMANAS::EDUCACAO |
dc.subject.por.fl_str_mv |
Educação Professores indígenas – Formação Memória autobiográfica Narrativas (auto)biográficas indígenas Pesquisa com os cotidianos |
dc.subject.cnpq.fl_str_mv |
CIENCIAS HUMANAS::EDUCACAO |
description |
What are the training trajectories of indigenous teachers who begin working even before they have started or completed a teacher training course? How does the notion of the lay teacher dialog with the many knowledge of those teachers and their long trajectories of performance? What are the meanings of indigenous schools for such teachers and what knowledge is valued in their daily policies and practices? In the first chapter of this thesis, I defend that indigenous (auto)biographical narratives can be a tactic, as in Certeau's perspective to enhance "the stories not told by History" in the light of School of Samba Mangueira's theme for the 2019 Carnival, "Bedtime lullabies for grown up people". In chapter two, I narrate some of my learning with indigenous people throughout my life in the triple Amazonian border, valuing the presence of indigenous knowledge well beyond that narrated by my main interlocutors. In the third chapter, I present my interlocutors (auto)biographical narratives and also their training histories, reflecting on how these indigenous people became teachers even before completing a teacher-training course, thus discussing the lay teacher notion bringing to light as well, the politicspractices created by them in their everyday lives. Finally, as last considerations, I work with Ginzburg's indiciary paradigm (2019) as a starting point to discuss the three focal issues of this thesis: 1) the notion of lay teacher; 2) the everyday educational policiespractices created by indigenous teachers; 3) the uncovering of stories denied by hegemonic historiography, the so called 'Stories not told by History'. |
publishDate |
2020 |
dc.date.issued.fl_str_mv |
2020-03-03 |
dc.date.accessioned.fl_str_mv |
2022-03-14T16:50:52Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/doctoralThesis |
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doctoralThesis |
status_str |
publishedVersion |
dc.identifier.citation.fl_str_mv |
PEIXOTO, Leonardo Ferreira. “Não porque ele quis, mas pela nossa luta”: conversando, aprendendo e fazendo histórias com professores indígenas. 2020. 92 f. Tese (Doutorado em Educação) – Faculdade de Educação, Universidade do Estado do Rio de Janeiro, Rio de Janeiro, 2020. |
dc.identifier.uri.fl_str_mv |
http://www.bdtd.uerj.br/handle/1/17269 |
identifier_str_mv |
PEIXOTO, Leonardo Ferreira. “Não porque ele quis, mas pela nossa luta”: conversando, aprendendo e fazendo histórias com professores indígenas. 2020. 92 f. Tese (Doutorado em Educação) – Faculdade de Educação, Universidade do Estado do Rio de Janeiro, Rio de Janeiro, 2020. |
url |
http://www.bdtd.uerj.br/handle/1/17269 |
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por |
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http://creativecommons.org/licenses/by-nc-nd/4.0/ info:eu-repo/semantics/openAccess |
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http://creativecommons.org/licenses/by-nc-nd/4.0/ |
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openAccess |
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Universidade do Estado do Rio de Janeiro |
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Programa de Pós-Graduação em Educação |
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UERJ |
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Brasil |
dc.publisher.department.fl_str_mv |
Centro de Educação e Humanidades::Faculdade de Educação |
publisher.none.fl_str_mv |
Universidade do Estado do Rio de Janeiro |
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