História e cultura indígena : perspectivas e possibilidades para as aulas de educação física na cidade de Cáceres-MT
Autor(a) principal: | |
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Data de Publicação: | 2021 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Repositório Institucional da UFMT |
Texto Completo: | http://ri.ufmt.br/handle/1/2697 |
Resumo: | Different social groups and groups like the indigenous, created and led in Brazilian education, and from this education we seek to highlight the pedagogical practices that can be developed in school by Physical Education. The challenge of this pedagogical transposition considering the history and culture of indigenous peoples and their school education, as provided by Law 11,645 / 08, mobilizes us for this research with reference to the city of Cáceres-MT. For a research linked to the Research Group Body, Education and Culture (COEDUC), we opted for the qualitative investigation that, due to the situation of the pandemic (2020-2021), was delimited by the exploratory study, using the bibliographic and documentary data collection, and, with remote resources, those identified with effective Physical Education teachers from the local state education network, our employees. The analysis and discussion dialog with the data from the training developed for this purpose by COEDUC, whose focus is the study of ethnic racial relations in the curriculum, especially in the complexity of indigenous peoples. Through the state of the art on the inclusion of indigenous history and culture in the school and the speeches of the interviewed teachers, we analyzed the possibilities of “History and Indigenous Culture” to enroll in pedagogical practices based on some contents of school Physical Education. We can thus show canoeing practices linked to the historicity of Paiaguás, which is crossed by the history of Mato Grosso; and Arrow Shooting, as a practice linked to the food and defense of many indigenous peoples today. With the studies of the existing academic production, we identified that the thread that runs through the research is related to culture, corporeality and intercultural education, the latter considered as a primordial tool to break with the Eurocentric paradigm that is consolidated by monocultural education. With that, in the research, we recognize body practices whose contents enhance interculturality in Physical Education classes: Dance, Log Race, Power or War Cable, Fight, Blowgun, Bow and Arrow, Spear and Football. Despite the proposed activities, we understand that this is not a model proposal, but only an answer from studies that seek possibilities to include in the school curriculum, through the syllabus of Physical Education, the indigenous theme, as historical and cultural knowledge of the constitutive differences of the people Brazilian, understanding the process that made indigenous peoples invisible and produced the racism that marks the current relationship about their ways of living and being in Brazilian society. We conclude that it is possible to include indigenous history and culture in Physical Education classes at the State Education Network in the city of Cáceres-MT, as long as there is a training focused on specificity, attending to the studies necessary for Ethnic-Racial Relations in Brazil. |
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História e cultura indígena : perspectivas e possibilidades para as aulas de educação física na cidade de Cáceres-MTEducação físicaHistória e cultura indígenaCNPQ::CIENCIAS HUMANAS::EDUCACAOPhysical educationIndigenous history and cultureDifferent social groups and groups like the indigenous, created and led in Brazilian education, and from this education we seek to highlight the pedagogical practices that can be developed in school by Physical Education. The challenge of this pedagogical transposition considering the history and culture of indigenous peoples and their school education, as provided by Law 11,645 / 08, mobilizes us for this research with reference to the city of Cáceres-MT. For a research linked to the Research Group Body, Education and Culture (COEDUC), we opted for the qualitative investigation that, due to the situation of the pandemic (2020-2021), was delimited by the exploratory study, using the bibliographic and documentary data collection, and, with remote resources, those identified with effective Physical Education teachers from the local state education network, our employees. The analysis and discussion dialog with the data from the training developed for this purpose by COEDUC, whose focus is the study of ethnic racial relations in the curriculum, especially in the complexity of indigenous peoples. Through the state of the art on the inclusion of indigenous history and culture in the school and the speeches of the interviewed teachers, we analyzed the possibilities of “History and Indigenous Culture” to enroll in pedagogical practices based on some contents of school Physical Education. We can thus show canoeing practices linked to the historicity of Paiaguás, which is crossed by the history of Mato Grosso; and Arrow Shooting, as a practice linked to the food and defense of many indigenous peoples today. With the studies of the existing academic production, we identified that the thread that runs through the research is related to culture, corporeality and intercultural education, the latter considered as a primordial tool to break with the Eurocentric paradigm that is consolidated by monocultural education. With that, in the research, we recognize body practices whose contents enhance interculturality in Physical Education classes: Dance, Log Race, Power or War Cable, Fight, Blowgun, Bow and Arrow, Spear and Football. Despite the proposed activities, we understand that this is not a model proposal, but only an answer from studies that seek possibilities to include in the school curriculum, through the syllabus of Physical Education, the indigenous theme, as historical and cultural knowledge of the constitutive differences of the people Brazilian, understanding the process that made indigenous peoples invisible and produced the racism that marks the current relationship about their ways of living and being in Brazilian society. We conclude that it is possible to include indigenous history and culture in Physical Education classes at the State Education Network in the city of Cáceres-MT, as long as there is a training focused on specificity, attending to the studies necessary for Ethnic-Racial Relations in Brazil.Diferentes grupos sociais, e povos como os indígenas, criaram e influenciaram na educação brasileira, e dessa educação buscamos evidenciar práticas pedagógicas que possam ser desenvolvidas na escola pela Educação Física. O desafio desta transposição pedagógica, considerando a história e a cultura dos povos indígenas e sua relevância para a educação escolar, como prevê a Lei 11.645/08, nos mobiliza para essa pesquisa, tendo por referência a cidade de Cáceres-MT. Para a pesquisa vinculada ao Grupo de Pesquisa Corpo, Educação e Cultura (COEDUC) optamos pela investigação qualitativa que pela situação da pandemia, (2020-2021), delimitou-se pelo estudo exploratório, utilizando-se o levantamento de dados bibliográfico e documental, e, com recursos remotos, as entrevistas realizadas com professores efetivos de Educação Física da rede estadual de ensino local, nossos colaboradores. A análise e discussão dialogam com os dados das formações desenvolvidas para esse fim pelo COEDUC, cujo foco é o estudo das relações étnico-raciais no currículo, especialmente na complexidade dos povos indígenas. Por meio do estado da arte sobre a inclusão da história e cultura indígena na escola e as falas dos professores entrevistados, analisamos as possibilidades de a “História e Cultura Indígena” se inscreverem nas práticas pedagógicas a partir de alguns conteúdos da Educação Física escolar. Evidenciamos assim, práticas da canoagem articulada à historicidade dos Paiaguás que é atravessada pela história de Mato Grosso; e o Tiro com Flecha, como prática vinculada à alimentação e defesa de muitos povos indígenas atuais. Com os estudos da produção acadêmica existente, identificamos que o fio condutor que perpassa as pesquisas está relacionado à cultura, à corporalidade e à educação intercultural, esta última considerada como ferramenta primordial para romper com o paradigma eurocêntrico que se consolida pela educação monocultural. Com isso, na pesquisa, reconhecemos práticas corporais como conteúdos que potencializam a interculturalidade nas aulas de Educação Física: Dança, Corrida com Tora, Cabo de Força ou de Guerra, Luta, Zarabatana, Arco e Flecha, lança e o Futebol. Apesar da proposição de atividades entendemos que essa não é uma proposta modelo, mas somente uma resposta dos estudos que buscam as possibilidades de incluir no currículo escolar, pelos conteúdos programáticos da Educação Física, a temática indígena, como conhecimento histórico e cultural das diferenças constitutivas do povo brasileiro, compreendendo o processo que invisibilizou os povos indígenas e produziu o racismo que marca a relação atual sobre suas formas de viver e ser na sociedade brasileira. Concluímos que é possível a inclusão da história e cultura indígena nas aulas de Educação Física da Rede Estadual de Ensino da cidade de Cáceres-MT, desde que haja uma formação voltada à especificidade atendendo os estudos necessários para a Relações Étnico-Raciais no Brasil.Universidade Federal de Mato GrossoBrasilInstituto de Educação (IE)UFMT CUC - CuiabáPrograma de Pós-Graduação em EducaçãoGrando, Beleni Salétehttp://lattes.cnpq.br/2322323427528838Grando, Beleni Saléte274.549.751-00http://lattes.cnpq.br/2322323427528838Moraes, Mariuce Campos de453.627.341-72http://lattes.cnpq.br/2756856364236298274.549.751-00Soares, Khellen Cristina Pires Correia793.664.901-82http://lattes.cnpq.br/3138422046871056Firmo, Yandra de Oliveira551.714.191-91http://lattes.cnpq.br/3596686753968519Carioca, Crisller Cristina Soares2021-08-05T14:30:18Z2021-05-062021-08-05T14:30:18Z2021-03-31info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisCARIOCA, Crisller Cristina Soares. História e cultura indígena: perspectivas e possibilidades para as aulas de educação física na cidade de Cáceres-MT. 2021. 121 f. Dissertação (Mestrado em Educação) - Universidade Federal de Mato Grosso, Instituto de Educação, Cuiabá, 2021.http://ri.ufmt.br/handle/1/2697porinfo:eu-repo/semantics/openAccessreponame:Repositório Institucional da UFMTinstname:Universidade Federal de Mato Grosso (UFMT)instacron:UFMT2021-08-08T07:02:59Zoai:localhost:1/2697Repositório InstitucionalPUBhttp://ri.ufmt.br/oai/requestjordanbiblio@gmail.comopendoar:2021-08-08T07:02:59Repositório Institucional da UFMT - Universidade Federal de Mato Grosso (UFMT)false |
dc.title.none.fl_str_mv |
História e cultura indígena : perspectivas e possibilidades para as aulas de educação física na cidade de Cáceres-MT |
title |
História e cultura indígena : perspectivas e possibilidades para as aulas de educação física na cidade de Cáceres-MT |
spellingShingle |
História e cultura indígena : perspectivas e possibilidades para as aulas de educação física na cidade de Cáceres-MT Carioca, Crisller Cristina Soares Educação física História e cultura indígena CNPQ::CIENCIAS HUMANAS::EDUCACAO Physical education Indigenous history and culture |
title_short |
História e cultura indígena : perspectivas e possibilidades para as aulas de educação física na cidade de Cáceres-MT |
title_full |
História e cultura indígena : perspectivas e possibilidades para as aulas de educação física na cidade de Cáceres-MT |
title_fullStr |
História e cultura indígena : perspectivas e possibilidades para as aulas de educação física na cidade de Cáceres-MT |
title_full_unstemmed |
História e cultura indígena : perspectivas e possibilidades para as aulas de educação física na cidade de Cáceres-MT |
title_sort |
História e cultura indígena : perspectivas e possibilidades para as aulas de educação física na cidade de Cáceres-MT |
author |
Carioca, Crisller Cristina Soares |
author_facet |
Carioca, Crisller Cristina Soares |
author_role |
author |
dc.contributor.none.fl_str_mv |
Grando, Beleni Saléte http://lattes.cnpq.br/2322323427528838 Grando, Beleni Saléte 274.549.751-00 http://lattes.cnpq.br/2322323427528838 Moraes, Mariuce Campos de 453.627.341-72 http://lattes.cnpq.br/2756856364236298 274.549.751-00 Soares, Khellen Cristina Pires Correia 793.664.901-82 http://lattes.cnpq.br/3138422046871056 Firmo, Yandra de Oliveira 551.714.191-91 http://lattes.cnpq.br/3596686753968519 |
dc.contributor.author.fl_str_mv |
Carioca, Crisller Cristina Soares |
dc.subject.por.fl_str_mv |
Educação física História e cultura indígena CNPQ::CIENCIAS HUMANAS::EDUCACAO Physical education Indigenous history and culture |
topic |
Educação física História e cultura indígena CNPQ::CIENCIAS HUMANAS::EDUCACAO Physical education Indigenous history and culture |
description |
Different social groups and groups like the indigenous, created and led in Brazilian education, and from this education we seek to highlight the pedagogical practices that can be developed in school by Physical Education. The challenge of this pedagogical transposition considering the history and culture of indigenous peoples and their school education, as provided by Law 11,645 / 08, mobilizes us for this research with reference to the city of Cáceres-MT. For a research linked to the Research Group Body, Education and Culture (COEDUC), we opted for the qualitative investigation that, due to the situation of the pandemic (2020-2021), was delimited by the exploratory study, using the bibliographic and documentary data collection, and, with remote resources, those identified with effective Physical Education teachers from the local state education network, our employees. The analysis and discussion dialog with the data from the training developed for this purpose by COEDUC, whose focus is the study of ethnic racial relations in the curriculum, especially in the complexity of indigenous peoples. Through the state of the art on the inclusion of indigenous history and culture in the school and the speeches of the interviewed teachers, we analyzed the possibilities of “History and Indigenous Culture” to enroll in pedagogical practices based on some contents of school Physical Education. We can thus show canoeing practices linked to the historicity of Paiaguás, which is crossed by the history of Mato Grosso; and Arrow Shooting, as a practice linked to the food and defense of many indigenous peoples today. With the studies of the existing academic production, we identified that the thread that runs through the research is related to culture, corporeality and intercultural education, the latter considered as a primordial tool to break with the Eurocentric paradigm that is consolidated by monocultural education. With that, in the research, we recognize body practices whose contents enhance interculturality in Physical Education classes: Dance, Log Race, Power or War Cable, Fight, Blowgun, Bow and Arrow, Spear and Football. Despite the proposed activities, we understand that this is not a model proposal, but only an answer from studies that seek possibilities to include in the school curriculum, through the syllabus of Physical Education, the indigenous theme, as historical and cultural knowledge of the constitutive differences of the people Brazilian, understanding the process that made indigenous peoples invisible and produced the racism that marks the current relationship about their ways of living and being in Brazilian society. We conclude that it is possible to include indigenous history and culture in Physical Education classes at the State Education Network in the city of Cáceres-MT, as long as there is a training focused on specificity, attending to the studies necessary for Ethnic-Racial Relations in Brazil. |
publishDate |
2021 |
dc.date.none.fl_str_mv |
2021-08-05T14:30:18Z 2021-05-06 2021-08-05T14:30:18Z 2021-03-31 |
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 |
CARIOCA, Crisller Cristina Soares. História e cultura indígena: perspectivas e possibilidades para as aulas de educação física na cidade de Cáceres-MT. 2021. 121 f. Dissertação (Mestrado em Educação) - Universidade Federal de Mato Grosso, Instituto de Educação, Cuiabá, 2021. http://ri.ufmt.br/handle/1/2697 |
identifier_str_mv |
CARIOCA, Crisller Cristina Soares. História e cultura indígena: perspectivas e possibilidades para as aulas de educação física na cidade de Cáceres-MT. 2021. 121 f. Dissertação (Mestrado em Educação) - Universidade Federal de Mato Grosso, Instituto de Educação, Cuiabá, 2021. |
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http://ri.ufmt.br/handle/1/2697 |
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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 Brasil Instituto de Educação (IE) UFMT CUC - Cuiabá Programa de Pós-Graduação em Educação |
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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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