Educação intercultural e colonialidade : uma análise do currículo da aldeia-escola Zarup Wej da terra indígena Zoró

• Autor(a) principal: Dias, Patrícia
• Data de Publicação: 2017
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional da UFMT
• Texto Completo: http://ri.ufmt.br/handle/1/2004
• topic: Colonialidade - Interculturalidade; Currículo; Educação escolar indígena; Povo indígena Zoró; CNPQ::CIENCIAS HUMANAS::EDUCACAO; Coloniality - Interculturality; Curriculum; Indigenous school education; Indigenous people Zoró

This research discusses the curriculum of the Zarup Wej Indigenous State Village-School, located in the indigenous land of the same name, in the municipality of Rondolândia, State of Mato Grosso. The study was carried out with teachers, director, pedagogical coordinator of the institution and community leaders, and focuses on the Village-School curriculum and its relationship with interculturality and coloniality. The Village-School is an institution thought by the educational community Zoró with the purpose of inserting traditional activities in the school curriculum, it is declared as intercultural and it works in alternating regime. For the research, a qualitative methodology was adopted (BOGDAN; BIKLEN, 1982), in the form of a Rapid and Participatory Diagnosis - DRP (WHITESIDE, 1994), with an ethnographic approach (PEIRANO, 1995). The research was carried out with the Zoró educational community, through semi-structured interviews, talk wheels and analysis of the VillageSchool's Pedagogical Political Project. The main theorists who contributed to the expansion and deepening of the study contribute mainly in: Apple (1995); Candau (2008; 2011); Fleuri (2003); Lacerda (2014); Neves (2009; 2016); Melià (1998); Mignolo (2005); Moreira and Silva (1995); Quijano (1992, 2002); Sacristán (2001); Secchi (2003; 2012); Tadeu da Silva (1995; 2011); Tassinari (2001); Walsh (2009), among others. In the field of curriculum we try to approach the discussions from the perspectives of critical and post-critical theories, based on the idea of the connection between power, knowledge and identity. The research evidenced that both the coloniality and the interculturality are present in the curriculum of the institution. And that differentiated education is a constant concern in the schooling of the Zoró People, expressed both in the Political Pedagogical Project, built by the educational community, and in the format of the school. The Village-School can be considered an excellent project, prepared by the people themselves, considering the intercultural perspective, which seeks to value the culture, knowledge and customs of the Zoró community.