Educação escolar indígena, intercultura e formação de professores (as).
Autor(a) principal: | |
---|---|
Data de Publicação: | 2017 |
Tipo de documento: | Tese |
Idioma: | por |
Título da fonte: | Biblioteca Digital de Teses e Dissertações do UFSM |
Texto Completo: | http://repositorio.ufsm.br/handle/1/13358 |
Resumo: | This research work, which I present as a requirement for obtaining a PhD in Education, in the Training and Knowledge and Professional Development Line (PPGE-UFSM), is a continuation of the Master's Degree in Education research developed at this same institution. This work seeks to offer theoretical and epistemological subsidies for Teacher Education in general and for Indigenous School Education in particular, based on the propositions of Biology of Knowing and Biology of Amar, that is, from the biological- Relationship in an intercultural dialogue perspective. For the development of this PhD work, qualitative research activities were carried out: documentary, of a theoretical-epistemological nature. This perspective is in agreement with the methodological proposition that research in the social sciences is of an eminently qualitative character (MINAYO 1989; DEMO 1990; COSTA, 2002). The reference framework that guided the researcher's "investigative and reflective look" (BARCELOS, 2005) in the sense of "research information production" (JACQUES GAUTHIER, 1998) is to establish dialogues that favor intercultural aspects (CANCLINI, 2003a ) With imagery and representations on the issues of indigenous culture and the training of teachers in general and in particular for indigenous school education. I believe that this work can contribute to thinking about a differentiated teacher training, since it will be in search of alternatives to deal with the challenges posed to education, taking into account the intense transformations that occurred in the world today. Thus, one of the main objectives of this research was to demystify the image we have built throughout our history on the Indians, as well as to deepen the contributions of some epistemological propositions of the thinker Humberto Maturana for the construction of a more solidary education with the indigenous communities. An education that promotes the respectful construction of cultural dialogue. The studies show that, in order for Indigenous School Education to take place in these principles of solidarity, attention must be paid to emotions such as caring for, listening to and accepting differences, both in school and in society in general, always seeking to Perspective of intercultural dialogue. |
id |
UFSM_1878bd4512f2973d2433c79425b49993 |
---|---|
oai_identifier_str |
oai:repositorio.ufsm.br:1/13358 |
network_acronym_str |
UFSM |
network_name_str |
Biblioteca Digital de Teses e Dissertações do UFSM |
repository_id_str |
|
spelling |
2018-06-11T21:22:09Z2018-06-11T21:22:09Z2017-06-30http://repositorio.ufsm.br/handle/1/13358This research work, which I present as a requirement for obtaining a PhD in Education, in the Training and Knowledge and Professional Development Line (PPGE-UFSM), is a continuation of the Master's Degree in Education research developed at this same institution. This work seeks to offer theoretical and epistemological subsidies for Teacher Education in general and for Indigenous School Education in particular, based on the propositions of Biology of Knowing and Biology of Amar, that is, from the biological- Relationship in an intercultural dialogue perspective. For the development of this PhD work, qualitative research activities were carried out: documentary, of a theoretical-epistemological nature. This perspective is in agreement with the methodological proposition that research in the social sciences is of an eminently qualitative character (MINAYO 1989; DEMO 1990; COSTA, 2002). The reference framework that guided the researcher's "investigative and reflective look" (BARCELOS, 2005) in the sense of "research information production" (JACQUES GAUTHIER, 1998) is to establish dialogues that favor intercultural aspects (CANCLINI, 2003a ) With imagery and representations on the issues of indigenous culture and the training of teachers in general and in particular for indigenous school education. I believe that this work can contribute to thinking about a differentiated teacher training, since it will be in search of alternatives to deal with the challenges posed to education, taking into account the intense transformations that occurred in the world today. Thus, one of the main objectives of this research was to demystify the image we have built throughout our history on the Indians, as well as to deepen the contributions of some epistemological propositions of the thinker Humberto Maturana for the construction of a more solidary education with the indigenous communities. An education that promotes the respectful construction of cultural dialogue. The studies show that, in order for Indigenous School Education to take place in these principles of solidarity, attention must be paid to emotions such as caring for, listening to and accepting differences, both in school and in society in general, always seeking to Perspective of intercultural dialogue.Este trabalho de pesquisa que apresento como requisito para obtenção do título de doutora em Educação, na Linha Formação Saberes e Desenvolvimento Profissional (PPGE-UFSM), é continuidade da pesquisa do Mestrado em Educação desenvolvido nesta mesma instituição. Este trabalho busca oferecer subsídios teóricos e epistemológicos para a Formação de Professores (as) em geral, e para a Educação Escolar Indígena em particular, a partir das proposições da Biologia do Conhecer e Biologia do Amar, ou seja, a partir do fundamento biológico-relacional humano em uma perspectiva de diálogo intercultural. Para o desenvolvimento deste trabalho de Doutorado foram realizadas atividades de pesquisa do tipo qualitativa: documental, de caráter teórico-epistemológico. Esta perspectiva está em acordo com a proposição metodológica de que a pesquisa nas ciências sociais é de caráter eminentemente qualitativo (MINAYO 1989; DEMO 1990; COSTA, 2002). O referencial que orientou o “olhar investigativo e reflexivo do pesquisador” (BARCELOS, 2005) no sentido da “produção das informações de pesquisa” (JACQUES GAUTHIER, 1998), é o do estabelecimento de diálogos que privilegiem os aspectos interculturais (CANCLINI, 2003a) com imaginários e representações sobre as questões da cultura indígena e a formação de professores em geral e em particular para educação escolar indígena. Acredito que este trabalho possa contribuir para se pensar uma formação de professores diferenciada, pois o mesmo estará na busca de alternativas para lidar com os desafios colocados à educação, levando em conta as intensas transformações ocorridas no mundo atual. Assim, um dos principais objetivos desta pesquisa foi desmistificar a imagem que construímos ao longo de nossa história sobre os indígenas, bem como, aprofundar as contribuições de algumas proposições epistemológicas do pensador Humberto Maturana para a edificação de uma educação mais solidária junto às comunidades indígenas. Uma educação que promova a construção respeitosa do diálogo cultural. Os estudos apontam que, para que ocorra uma Educação Escolar Indígena pautada nestes princípios de solidariedade há que se atentar para emoções como o cuidado, a escuta e o acolhimento das diferenças, tanto no espaço escolar, quanto na sociedade em geral, buscando sempre, a perspectiva de diálogo intercultural.Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPESporUniversidade Federal de Santa MariaCentro de EducaçãoPrograma de Pós-Graduação em EducaçãoUFSMBrasilEducaçãoAttribution-NonCommercial-NoDerivatives 4.0 Internationalhttp://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccessFormação de professoresEducação escolar indígenaHumberto MaturanaTeacher trainingIndigenous school educationCNPQ::CIENCIAS HUMANAS::EDUCACAOEducação escolar indígena, intercultura e formação de professores (as).Indigenous school education, interculture, teacher education.info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesisBarcelos, Valdo Hermes de Limahttp://lattes.cnpq.br/7447760896466057Scott Junior, Valmorhttp://lattes.cnpq.br/9806421589183882Kunz, Elenorhttp://lattes.cnpq.br/0451631464832830Pasini, Carlos Giovani Delevatihttp://lattes.cnpq.br/1650023016011798Freitas, José Vicente dehttp://lattes.cnpq.br/8574036360771980http://lattes.cnpq.br/8358807580526339Maders, Sandra7008000000066000fd92949-4461-4d8f-a213-f112f22f0f96bfcc7a62-19e2-4cb4-8ac6-de692a5a69247ee17ea0-57ee-4b13-af82-8a47d3b70618117f768e-36ac-48b5-8f3b-3f63383d81544cdb36a7-4ce0-4624-af95-9a1d65ebaf5500438653-f2fd-4f93-88b2-d316fc72e394reponame:Biblioteca Digital de Teses e Dissertações do UFSMinstname:Universidade Federal de Santa Maria (UFSM)instacron:UFSMORIGINALTES_PPGEDUCACAO_2017_MADERS_SANDRA.pdfTES_PPGEDUCACAO_2017_MADERS_SANDRA.pdfTese de Doutoradoapplication/pdf2381839http://repositorio.ufsm.br/bitstream/1/13358/1/TES_PPGEDUCACAO_2017_MADERS_SANDRA.pdf93b367dc1bc6792e4c999368a4b7feabMD51CC-LICENSElicense_rdflicense_rdfapplication/rdf+xml; charset=utf-8804http://repositorio.ufsm.br/bitstream/1/13358/2/license_rdfc1efe8e24d7281448e873be30ea326ffMD52LICENSElicense.txtlicense.txttext/plain; charset=utf-81956http://repositorio.ufsm.br/bitstream/1/13358/3/license.txt2f0571ecee68693bd5cd3f17c1e075dfMD53TEXTTES_PPGEDUCACAO_2017_MADERS_SANDRA.pdf.txtTES_PPGEDUCACAO_2017_MADERS_SANDRA.pdf.txtExtracted texttext/plain319644http://repositorio.ufsm.br/bitstream/1/13358/4/TES_PPGEDUCACAO_2017_MADERS_SANDRA.pdf.txt3839c64fb95a8e7718cdc40a8049b391MD54THUMBNAILTES_PPGEDUCACAO_2017_MADERS_SANDRA.pdf.jpgTES_PPGEDUCACAO_2017_MADERS_SANDRA.pdf.jpgIM Thumbnailimage/jpeg4899http://repositorio.ufsm.br/bitstream/1/13358/5/TES_PPGEDUCACAO_2017_MADERS_SANDRA.pdf.jpgbae59151ec55c60cfbecaf3fc4c0c232MD551/133582018-06-11 18:22:09.287oai:repositorio.ufsm.br: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 Digital de Teses e Dissertaçõeshttps://repositorio.ufsm.br/ONGhttps://repositorio.ufsm.br/oai/requestatendimento.sib@ufsm.br||tedebc@gmail.comopendoar:2018-06-11T21:22:09Biblioteca Digital de Teses e Dissertações do UFSM - Universidade Federal de Santa Maria (UFSM)false |
dc.title.por.fl_str_mv |
Educação escolar indígena, intercultura e formação de professores (as). |
dc.title.alternative.eng.fl_str_mv |
Indigenous school education, interculture, teacher education. |
title |
Educação escolar indígena, intercultura e formação de professores (as). |
spellingShingle |
Educação escolar indígena, intercultura e formação de professores (as). Maders, Sandra Formação de professores Educação escolar indígena Humberto Maturana Teacher training Indigenous school education CNPQ::CIENCIAS HUMANAS::EDUCACAO |
title_short |
Educação escolar indígena, intercultura e formação de professores (as). |
title_full |
Educação escolar indígena, intercultura e formação de professores (as). |
title_fullStr |
Educação escolar indígena, intercultura e formação de professores (as). |
title_full_unstemmed |
Educação escolar indígena, intercultura e formação de professores (as). |
title_sort |
Educação escolar indígena, intercultura e formação de professores (as). |
author |
Maders, Sandra |
author_facet |
Maders, Sandra |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Barcelos, Valdo Hermes de Lima |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/7447760896466057 |
dc.contributor.referee1.fl_str_mv |
Scott Junior, Valmor |
dc.contributor.referee1Lattes.fl_str_mv |
http://lattes.cnpq.br/9806421589183882 |
dc.contributor.referee2.fl_str_mv |
Kunz, Elenor |
dc.contributor.referee2Lattes.fl_str_mv |
http://lattes.cnpq.br/0451631464832830 |
dc.contributor.referee3.fl_str_mv |
Pasini, Carlos Giovani Delevati |
dc.contributor.referee3Lattes.fl_str_mv |
http://lattes.cnpq.br/1650023016011798 |
dc.contributor.referee4.fl_str_mv |
Freitas, José Vicente de |
dc.contributor.referee4Lattes.fl_str_mv |
http://lattes.cnpq.br/8574036360771980 |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/8358807580526339 |
dc.contributor.author.fl_str_mv |
Maders, Sandra |
contributor_str_mv |
Barcelos, Valdo Hermes de Lima Scott Junior, Valmor Kunz, Elenor Pasini, Carlos Giovani Delevati Freitas, José Vicente de |
dc.subject.por.fl_str_mv |
Formação de professores Educação escolar indígena Humberto Maturana |
topic |
Formação de professores Educação escolar indígena Humberto Maturana Teacher training Indigenous school education CNPQ::CIENCIAS HUMANAS::EDUCACAO |
dc.subject.eng.fl_str_mv |
Teacher training Indigenous school education |
dc.subject.cnpq.fl_str_mv |
CNPQ::CIENCIAS HUMANAS::EDUCACAO |
description |
This research work, which I present as a requirement for obtaining a PhD in Education, in the Training and Knowledge and Professional Development Line (PPGE-UFSM), is a continuation of the Master's Degree in Education research developed at this same institution. This work seeks to offer theoretical and epistemological subsidies for Teacher Education in general and for Indigenous School Education in particular, based on the propositions of Biology of Knowing and Biology of Amar, that is, from the biological- Relationship in an intercultural dialogue perspective. For the development of this PhD work, qualitative research activities were carried out: documentary, of a theoretical-epistemological nature. This perspective is in agreement with the methodological proposition that research in the social sciences is of an eminently qualitative character (MINAYO 1989; DEMO 1990; COSTA, 2002). The reference framework that guided the researcher's "investigative and reflective look" (BARCELOS, 2005) in the sense of "research information production" (JACQUES GAUTHIER, 1998) is to establish dialogues that favor intercultural aspects (CANCLINI, 2003a ) With imagery and representations on the issues of indigenous culture and the training of teachers in general and in particular for indigenous school education. I believe that this work can contribute to thinking about a differentiated teacher training, since it will be in search of alternatives to deal with the challenges posed to education, taking into account the intense transformations that occurred in the world today. Thus, one of the main objectives of this research was to demystify the image we have built throughout our history on the Indians, as well as to deepen the contributions of some epistemological propositions of the thinker Humberto Maturana for the construction of a more solidary education with the indigenous communities. An education that promotes the respectful construction of cultural dialogue. The studies show that, in order for Indigenous School Education to take place in these principles of solidarity, attention must be paid to emotions such as caring for, listening to and accepting differences, both in school and in society in general, always seeking to Perspective of intercultural dialogue. |
publishDate |
2017 |
dc.date.issued.fl_str_mv |
2017-06-30 |
dc.date.accessioned.fl_str_mv |
2018-06-11T21:22:09Z |
dc.date.available.fl_str_mv |
2018-06-11T21:22:09Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/doctoralThesis |
format |
doctoralThesis |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
http://repositorio.ufsm.br/handle/1/13358 |
url |
http://repositorio.ufsm.br/handle/1/13358 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.cnpq.fl_str_mv |
700800000006 |
dc.relation.confidence.fl_str_mv |
600 |
dc.relation.authority.fl_str_mv |
0fd92949-4461-4d8f-a213-f112f22f0f96 bfcc7a62-19e2-4cb4-8ac6-de692a5a6924 7ee17ea0-57ee-4b13-af82-8a47d3b70618 117f768e-36ac-48b5-8f3b-3f63383d8154 4cdb36a7-4ce0-4624-af95-9a1d65ebaf55 00438653-f2fd-4f93-88b2-d316fc72e394 |
dc.rights.driver.fl_str_mv |
Attribution-NonCommercial-NoDerivatives 4.0 International http://creativecommons.org/licenses/by-nc-nd/4.0/ info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Attribution-NonCommercial-NoDerivatives 4.0 International http://creativecommons.org/licenses/by-nc-nd/4.0/ |
eu_rights_str_mv |
openAccess |
dc.publisher.none.fl_str_mv |
Universidade Federal de Santa Maria Centro de Educação |
dc.publisher.program.fl_str_mv |
Programa de Pós-Graduação em Educação |
dc.publisher.initials.fl_str_mv |
UFSM |
dc.publisher.country.fl_str_mv |
Brasil |
dc.publisher.department.fl_str_mv |
Educação |
publisher.none.fl_str_mv |
Universidade Federal de Santa Maria Centro de Educação |
dc.source.none.fl_str_mv |
reponame:Biblioteca Digital de Teses e Dissertações do UFSM instname:Universidade Federal de Santa Maria (UFSM) instacron:UFSM |
instname_str |
Universidade Federal de Santa Maria (UFSM) |
instacron_str |
UFSM |
institution |
UFSM |
reponame_str |
Biblioteca Digital de Teses e Dissertações do UFSM |
collection |
Biblioteca Digital de Teses e Dissertações do UFSM |
bitstream.url.fl_str_mv |
http://repositorio.ufsm.br/bitstream/1/13358/1/TES_PPGEDUCACAO_2017_MADERS_SANDRA.pdf http://repositorio.ufsm.br/bitstream/1/13358/2/license_rdf http://repositorio.ufsm.br/bitstream/1/13358/3/license.txt http://repositorio.ufsm.br/bitstream/1/13358/4/TES_PPGEDUCACAO_2017_MADERS_SANDRA.pdf.txt http://repositorio.ufsm.br/bitstream/1/13358/5/TES_PPGEDUCACAO_2017_MADERS_SANDRA.pdf.jpg |
bitstream.checksum.fl_str_mv |
93b367dc1bc6792e4c999368a4b7feab c1efe8e24d7281448e873be30ea326ff 2f0571ecee68693bd5cd3f17c1e075df 3839c64fb95a8e7718cdc40a8049b391 bae59151ec55c60cfbecaf3fc4c0c232 |
bitstream.checksumAlgorithm.fl_str_mv |
MD5 MD5 MD5 MD5 MD5 |
repository.name.fl_str_mv |
Biblioteca Digital de Teses e Dissertações do UFSM - Universidade Federal de Santa Maria (UFSM) |
repository.mail.fl_str_mv |
atendimento.sib@ufsm.br||tedebc@gmail.com |
_version_ |
1801485297145348096 |