As crianÃas e suas relaÃÃes com a "Escola Diferenciada dos Pitaguary".

• Autor(a) principal: FlÃvia Alves de Sousa
• Data de Publicação: 2007
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da UFC
• Texto Completo: http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=800
• topic: educaÃÃo diferenciada; crinÃas; Pitaguary; ANTROPOLOGIA EDUCACIONAL

This research makes a discussion about the relation of the children with the knowledge teaches in the âescola indÃgena dos Pitaguaryâ, mainly on what we call âdifferenced acquaintanceâ. I intend be able to interpret how the children comprehend this knowledge teaches on this âdifferenced schoolâ, which significations are in the enounced ideas by the social agents about âbe Ãndioâ; that is, the children reproduce the discursive and no discursive practices inherent to âbe Ãndioâ or they produced your own signification? If they produced, how do they? Therefore, I consider the Foucaultâs idea (1979), the subjects are effects of the discursive practises, where are included knowledge/power relation. My great question is think the identity and the difference like the battlefield among different significations, as much on the theory ambit (the idea of the difference on the deleuzian Philosophy and on the Social Science), as on the social practices related to discusses symbolic experiences of the Pitaguary adults and children. While the adults understand the school like the place where the children go to learn and be the âfuture Pitaguaryâ, the âtrue Pitaguaryâ, the children produce others perceptions about âbe Ãndioâ. For children, the âtrue Ãndioâ correspond to a stereotype model, but they do not identify themselves with this kind of Ãndio, therefore these children construct another way to identify themselves like a Ãndio: âwe do not true Ãndios, we are false Ãndiosâ. The watched schools are localized on the MaracanaÃ, a municipal district in the âGrande Fortalezaâ. I worked with the Escola IndÃgena de Ensino Diferenciada Chuy (at the âHorto Florestalâ) and the Escola de EducaÃÃo BÃsica do Povo Pitaguary (at the Santo AntÃnio dos Pitaguary). The empiric datum were collected from observations at the classrooms, semi-structured interviewers with the parents and teachers, and not structured interviewers with some children who study at the first and second degrees; and I did, too, oriented activities with the children, working with pictures and photos.