Educação escolar entre os Kurâ-Bakairi da Terra Indígena Santana (Nobres-MT)
Autor(a) principal: | |
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Data de Publicação: | 2017 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Repositório Institucional da UFMT |
Texto Completo: | http://ri.ufmt.br/handle/1/2077 |
Resumo: | This research aims to describe the meanings of indigenous school education differentiated between the Kurâ-Bakairi inhabiting the Santana Indigenous Land (Nobre-MT), establishing relationships between indigenous knowledge and non-indigenous knowledge that are experienced in school daily life. The indigenous school education lives a new moment in its history that is characterized by the experience of the protagonism of the native populations of the country. These people have taken up many spaces of this institution and have seen the condition of agents and builders of a new relation with the school. In view of this context, we ask whether Indigenous School Education collaborates in the strengthening of Bakairi subjects as a group, ensuring a more decisive participation in political processes and struggles for social rights. The theoretical-methodological framework consists of the phenomenology of Merleau-Ponty (1999), Paulo Freire (1987) in the concept of education as a practice of freedom and in the interpretative anthropology of Clifford Geertz (1989). Phenomenology assumes that being forms in its relation to the other and to the world continually in a process of self-production. This study seeks to describe the phenomenon in the way it presents itself, stripped of the preconceptions of all accumulated scientific knowledge, in order to consider, first and foremost, the experience of being that experiences the phenomenon before objective reality. Based on the existing bibliography, we did interviews, we used participant observation, photographic records and informal dialogues. This research reveals that school education is highly valued among the Bakairi of the Santana Indigenous Land. Appreciation that manifests itself in the willingness of families to do what they can to enable their children to finish their studies. It is also taken as a complement to traditional education since the school is not thought of separately from the village, but as an integral part of the daily life of those who live there, collaborating in the formation of being-Bakairi-in-the-world today |
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Educação escolar entre os Kurâ-Bakairi da Terra Indígena Santana (Nobres-MT)Educação escolar indígenaKurâ-BakairiFenomenologiaCNPQ::CIENCIAS HUMANAS::EDUCACAOIndigenous school educationKurâ-BakairiPhenomenologyThis research aims to describe the meanings of indigenous school education differentiated between the Kurâ-Bakairi inhabiting the Santana Indigenous Land (Nobre-MT), establishing relationships between indigenous knowledge and non-indigenous knowledge that are experienced in school daily life. The indigenous school education lives a new moment in its history that is characterized by the experience of the protagonism of the native populations of the country. These people have taken up many spaces of this institution and have seen the condition of agents and builders of a new relation with the school. In view of this context, we ask whether Indigenous School Education collaborates in the strengthening of Bakairi subjects as a group, ensuring a more decisive participation in political processes and struggles for social rights. The theoretical-methodological framework consists of the phenomenology of Merleau-Ponty (1999), Paulo Freire (1987) in the concept of education as a practice of freedom and in the interpretative anthropology of Clifford Geertz (1989). Phenomenology assumes that being forms in its relation to the other and to the world continually in a process of self-production. This study seeks to describe the phenomenon in the way it presents itself, stripped of the preconceptions of all accumulated scientific knowledge, in order to consider, first and foremost, the experience of being that experiences the phenomenon before objective reality. Based on the existing bibliography, we did interviews, we used participant observation, photographic records and informal dialogues. This research reveals that school education is highly valued among the Bakairi of the Santana Indigenous Land. Appreciation that manifests itself in the willingness of families to do what they can to enable their children to finish their studies. It is also taken as a complement to traditional education since the school is not thought of separately from the village, but as an integral part of the daily life of those who live there, collaborating in the formation of being-Bakairi-in-the-world todayEsta pesquisa tem como objetivo descrever os sentidos da educação escolar indígena diferenciada entre os Kurâ-Bakairi que habitam a Terra Indígena Santana (Nobre-MT) estabelecendo relações entre os saberes indígenas e o saberes não indígenas que são vivenciados no cotidiano escolar. A educação escolar indígena vive um momento novo em sua história que se caracteriza pela experiência do protagonismo das populações indígenas do país. Estes povos assumiram muitos espaços dessa instituição e avocam a condição de agentes e construtores de uma nova relação com a escola. Diante deste contexto indagamos se a Educação Escolar Indígena colabora no fortalecimento dos sujeitos da etnia Bakairi enquanto grupo assegurando uma participação mais decisiva nos processos políticos e nas lutas por direitos sociais. O referencial teórico-metodológico consiste na fenomenologia de MerleauPonty (1999), Paulo Freire (1987) no conceito de educação como prática de liberdade e na antropologia interpretativa de Clifford Geertz (1989). A fenomenologia parte do princípio de que o ser se forma na sua relação com o outro e com o mundo continuamente num processo de autoprodução. Este estudo busca descrever o fenômeno na maneira como este se apresenta, despidos dos pré-conceitos de todo o conhecimento científico acumulado, a fim de considerar antes de tudo, a experiência do ser que vivencia o fenômeno antes da realidade objetiva. Embasados na bibliografia existente, fizemos entrevistas, utilizamos a observação participante, registros fotográficos e os diálogos informais. Esta pesquisa revela que a educação escolar é muito valorizada entre os Bakairi da Terra Indígena Santana. Valorização que se manifesta na disposição das famílias em fazer o possível para que seus filhos possam terminar os estudos. Ela também é tomada enquanto complemento da educação tradicional uma vez que a escola não é pensada de forma separada da aldeia, mas enquanto parte integrante da vida cotidiana dos que ali habitam, colaborando na formação do ser-Bakairi-nomundo nos dias atuais.Universidade Federal de Mato GrossoBrasilInstituto de Educação (IE)UFMT CUC - CuiabáPrograma de Pós-Graduação em EducaçãoPrudente, Celso LuizPassos, Luiz Augustohttp://lattes.cnpq.br/5248678282985273http://lattes.cnpq.br/3984784037666968Prudente, Celso Luiz713.770.857-91http://lattes.cnpq.br/3984784037666968Passos, Luiz Augusto011.741.408-52http://lattes.cnpq.br/5248678282985273713.770.857-91011.741.408-52Rezende, Maria Aparecida208.575.271-34http://lattes.cnpq.br/4835064822444639Pacini, Aloir397.013.360-20http://lattes.cnpq.br/9214275581890546Paula, Eunice Dias de535.535.001-15http://lattes.cnpq.br/6037775137787013Surubim, Marinilza de Fátima2020-09-25T14:55:03Z2017-07-172020-09-25T14:55:03Z2017-05-24info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisSURUBIM, Marinilza de Fátima. Educação escolar entre os Kurâ-Bakairi da Terra Indígena Santana (Nobres-MT). 2017. 109 f. Dissertação (Mestrado em Educação) - Universidade Federal de Mato Grosso, Instituto de Educação, Cuiabá, 2017.http://ri.ufmt.br/handle/1/2077porinfo:eu-repo/semantics/openAccessreponame:Repositório Institucional da UFMTinstname:Universidade Federal de Mato Grosso (UFMT)instacron:UFMT2020-09-27T07:01:33Zoai:localhost:1/2077Repositório InstitucionalPUBhttp://ri.ufmt.br/oai/requestjordanbiblio@gmail.comopendoar:2020-09-27T07:01:33Repositório Institucional da UFMT - Universidade Federal de Mato Grosso (UFMT)false |
dc.title.none.fl_str_mv |
Educação escolar entre os Kurâ-Bakairi da Terra Indígena Santana (Nobres-MT) |
title |
Educação escolar entre os Kurâ-Bakairi da Terra Indígena Santana (Nobres-MT) |
spellingShingle |
Educação escolar entre os Kurâ-Bakairi da Terra Indígena Santana (Nobres-MT) Surubim, Marinilza de Fátima Educação escolar indígena Kurâ-Bakairi Fenomenologia CNPQ::CIENCIAS HUMANAS::EDUCACAO Indigenous school education Kurâ-Bakairi Phenomenology |
title_short |
Educação escolar entre os Kurâ-Bakairi da Terra Indígena Santana (Nobres-MT) |
title_full |
Educação escolar entre os Kurâ-Bakairi da Terra Indígena Santana (Nobres-MT) |
title_fullStr |
Educação escolar entre os Kurâ-Bakairi da Terra Indígena Santana (Nobres-MT) |
title_full_unstemmed |
Educação escolar entre os Kurâ-Bakairi da Terra Indígena Santana (Nobres-MT) |
title_sort |
Educação escolar entre os Kurâ-Bakairi da Terra Indígena Santana (Nobres-MT) |
author |
Surubim, Marinilza de Fátima |
author_facet |
Surubim, Marinilza de Fátima |
author_role |
author |
dc.contributor.none.fl_str_mv |
Prudente, Celso Luiz Passos, Luiz Augusto http://lattes.cnpq.br/5248678282985273 http://lattes.cnpq.br/3984784037666968 Prudente, Celso Luiz 713.770.857-91 http://lattes.cnpq.br/3984784037666968 Passos, Luiz Augusto 011.741.408-52 http://lattes.cnpq.br/5248678282985273 713.770.857-91 011.741.408-52 Rezende, Maria Aparecida 208.575.271-34 http://lattes.cnpq.br/4835064822444639 Pacini, Aloir 397.013.360-20 http://lattes.cnpq.br/9214275581890546 Paula, Eunice Dias de 535.535.001-15 http://lattes.cnpq.br/6037775137787013 |
dc.contributor.author.fl_str_mv |
Surubim, Marinilza de Fátima |
dc.subject.por.fl_str_mv |
Educação escolar indígena Kurâ-Bakairi Fenomenologia CNPQ::CIENCIAS HUMANAS::EDUCACAO Indigenous school education Kurâ-Bakairi Phenomenology |
topic |
Educação escolar indígena Kurâ-Bakairi Fenomenologia CNPQ::CIENCIAS HUMANAS::EDUCACAO Indigenous school education Kurâ-Bakairi Phenomenology |
description |
This research aims to describe the meanings of indigenous school education differentiated between the Kurâ-Bakairi inhabiting the Santana Indigenous Land (Nobre-MT), establishing relationships between indigenous knowledge and non-indigenous knowledge that are experienced in school daily life. The indigenous school education lives a new moment in its history that is characterized by the experience of the protagonism of the native populations of the country. These people have taken up many spaces of this institution and have seen the condition of agents and builders of a new relation with the school. In view of this context, we ask whether Indigenous School Education collaborates in the strengthening of Bakairi subjects as a group, ensuring a more decisive participation in political processes and struggles for social rights. The theoretical-methodological framework consists of the phenomenology of Merleau-Ponty (1999), Paulo Freire (1987) in the concept of education as a practice of freedom and in the interpretative anthropology of Clifford Geertz (1989). Phenomenology assumes that being forms in its relation to the other and to the world continually in a process of self-production. This study seeks to describe the phenomenon in the way it presents itself, stripped of the preconceptions of all accumulated scientific knowledge, in order to consider, first and foremost, the experience of being that experiences the phenomenon before objective reality. Based on the existing bibliography, we did interviews, we used participant observation, photographic records and informal dialogues. This research reveals that school education is highly valued among the Bakairi of the Santana Indigenous Land. Appreciation that manifests itself in the willingness of families to do what they can to enable their children to finish their studies. It is also taken as a complement to traditional education since the school is not thought of separately from the village, but as an integral part of the daily life of those who live there, collaborating in the formation of being-Bakairi-in-the-world today |
publishDate |
2017 |
dc.date.none.fl_str_mv |
2017-07-17 2017-05-24 2020-09-25T14:55:03Z 2020-09-25T14:55:03Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/masterThesis |
format |
masterThesis |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
SURUBIM, Marinilza de Fátima. Educação escolar entre os Kurâ-Bakairi da Terra Indígena Santana (Nobres-MT). 2017. 109 f. Dissertação (Mestrado em Educação) - Universidade Federal de Mato Grosso, Instituto de Educação, Cuiabá, 2017. http://ri.ufmt.br/handle/1/2077 |
identifier_str_mv |
SURUBIM, Marinilza de Fátima. Educação escolar entre os Kurâ-Bakairi da Terra Indígena Santana (Nobres-MT). 2017. 109 f. Dissertação (Mestrado em Educação) - Universidade Federal de Mato Grosso, Instituto de Educação, Cuiabá, 2017. |
url |
http://ri.ufmt.br/handle/1/2077 |
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por |
language |
por |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
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openAccess |
dc.publisher.none.fl_str_mv |
Universidade Federal de Mato Grosso Brasil Instituto de Educação (IE) UFMT CUC - Cuiabá Programa de Pós-Graduação em Educação |
publisher.none.fl_str_mv |
Universidade Federal de Mato Grosso Brasil Instituto de Educação (IE) UFMT CUC - Cuiabá Programa de Pós-Graduação em Educação |
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Universidade Federal de Mato Grosso (UFMT) |
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Repositório Institucional da UFMT - Universidade Federal de Mato Grosso (UFMT) |
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jordanbiblio@gmail.com |
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