Jajapo javy tape nhembo’ea: rabiscos de uma proposta curricular intercultural com o povo Guarani

• Autor(a) principal: Frigheto, Sirlete Maria Bitencurt
• Data de Publicação: 2023
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Manancial - Repositório Digital da UFSM
• Texto Completo: http://repositorio.ufsm.br/handle/1/29128
• topic: Educação escolar indígena; Currículo; Interculturalidade; Cultura em fronteira; Indigenous school education; Resume; Interculturality; Border culture; Educación escolar indígena; Reanudar; Interculturalidad; Cultura fronteriza; Tekombo’e mbo’ehao ypykuéra rehegua; Moñepyrũjey; Interculturalidad rehegua; Cultura fronteriza rehegua; CNPQ::CIENCIAS HUMANAS::EDUCACAO

This dissertation, from the Professional Master's course, from the Graduate Program in Public Policies and Educational Management (PPPG) at UFSM, addresses the themes of curriculum and Indigenous School Education in RS. It aims to draw up an Intercultural Curriculum Proposal so that the Mbya Guarani community of Santa Maria is a protagonist in the investigation of their schooling processes. To do so, the following problem arises: How is it possible to draw up an Intercultural Curriculum Proposal so that the Mbya Guarani community of Santa Maria investigates its schooling processes? The study is constituted in the EEIEF Yvyra'ijá Tenondé Verá Miri, Aldeia Mbya Guarani Guaviraty Porã in Santa Maria, being validated by the community, which becomes an interlocutor and guide of indigenous knowledge indispensable to an Intercultural Curriculum Proposal based on a socionatural calendar/ sociocultural. Thus, the research was understood as implied and applied, as it was developed with/for the community, this community being the researcher's work locus. The technical/educational product built consists of a Draft that presents a proposal for curricular organization for the Mbya Guarani Indigenous Elementary School for the EEIEF Yvyra’ijá Tenondé Verá Miri, valuing the culture of this people. Furthermore, this product will be forwarded to the Department of Education of RS, making it possibleto instrumentalize actions to rethink educational policies addressed to indigenous communities. It is concluded that this work can serve as a basis for other schools to re/think about their curricular organization, valuing and respecting the processes of interculturality, cultural hybridity and border culture, experienced by minorities who seek to find a real space in Brazilian society.