Construção de sentidos sobre a história e a cultura do povo Bororo por professoras e professores em escolas municipais de Cuiabá – MT : contribuições da formação-ação-intercultural do COEDUC

• Autor(a) principal: Nunes, Valda da Costa
• Data de Publicação: 2020
• Tipo de documento: Tese
• Idioma: por
• Título da fonte: Repositório Institucional da UFMT
• Texto Completo: http://ri.ufmt.br/handle/1/3547
• topic: Construção de sentidos; Povo Bororo; Formação de professores; Formação-ação-intercultural do COEDUC; Educação intercultural; CNPQ::CIENCIAS HUMANAS::EDUCACAO; Construction of meanings; Bororo people; Teacher training; COEDUC training-action-intercultural; Intercultural education

This thesis, turned in the line of Research Social Movements, Politics and Popular Education, of PPGE-UFMT, aimed to investigate, analyze and interpret the meanings constructed in the reports of experience, authored by Physical Education and Art female and male teachers participating in the intercultural training-action, promoted by the Research Group Body, Education and Culture (COEDUC), in partnership with the Secretaria Municipal de Educação e Cultura de Cuiabá (SME), in 2016, having as its theme the history and culture of the Bororo People. The hypothesis raised was that the formation of COEDUC had an impact on the reflection and pedagogical practices carried out by female and male teachers in schools. In this sense, our thesis is that, when formative spaces are offered, with theoretical and practical approaches about intercultural education, this ends up involving and assisting female and male teachers in their pedagogical practice, enabling diverse pedagogical practices, guided by intercultural education and critical interculturality. The theoretical basis used to confirm our hypothesis was anchored in the theory of Marín (2009, 2017), Candau (2011, 2012, 2016), Walsh (2008, 2009a, 2009b, 2012), Fleuri (2003, 2017, 2019), Grando (2004, 2007, 2009, 2010, 2019), as for to the issues involving the perspective of Intercultural Education and Critical Interculturality; Vigotski (1999, 2000, 2001, 2007, 2008, 2010) and Paulo Freire (1987, 1992, 1995, 1996), among other thinkers, to discuss the issues of human development and the construction of knowledge. This is a document analysis research, in which we analyzed the experience reports published in the e-book entitled History and Culture of the Bororo People in Cuiabá – MT: contributions to the implementation of Law 11.645/08, revealing the meanings constructed by teachers in the context of training and carrying out their projects at school. In this way, we seek to answer our research question: What were the meanings constructed and expressed in the experience reports of teachers, participants in COEDUC's interculturaltraining-action in favor of pedagogy in the perspective of Critical intercultural education? Our research was guided by the qualitative methodological approach (Bogdan; Biklen, 1994), of documentary character, and guided by the critical evaluation (Cellard, 2012), from which we constitute the category of analysis defined as category of the senses. These notions helped us to observe and carry out the analytical procedure of the corpus. This investigation is justified, on the one hand, by the possibility of contributing to the area of teacher training, by reflecting on the theme of the Bororo People, indigenous peoples, in a perspective of Intercultural education and Critical interculturality and, on the other hand, because it brings a new look and highlights the importance of the Bororo People, for the history and our ancestry cuiabana, and of the indigenous peoples, in a society that is still so monocultural, unable to leave this trap of eurocentric and hegemonic power the light of knowledge and respect for the Other. The results of the analyzes showed that the female and male teachers appropriated the knowledge of the theme in COEDUC training-action-intercultural, in different ways of appropriation, and carried out the projects permeated, implicitly in pedagogical practices, from the perspective of Intercultural education and of Critical interculturality.