Bibliometric study of Brazilian theses and dissertations (1996-2018) on specific and differentiated teaching materials for indigenous populations
Autor(a) principal: | |
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Data de Publicação: | 2020 |
Outros Autores: | , |
Tipo de documento: | Artigo |
Idioma: | por eng |
Título da fonte: | Revista Brasileira de Educação do Campo |
Texto Completo: | https://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/9151 |
Resumo: | ABSTRACT. In the academic sphere, the debate on the elaboration of specific and differentiated teaching materials for indigenous peoples has been frequent in order to break their invisibility in the context of school education. In order to investigate how this debate permeates the works defended in graduate programs in Brazil, and seeking answers on how this scientific production is configured, an exploratory and descriptive research was carried out, with bibliometric and content approaches. Data were collected at the Brazilian Digital Library of Theses and Dissertations (BDTD/IBICT) using the expressions “indigenous teaching materials” and “indigenous teaching books”, which resulted in dissertations (n=29) and theses (n=3). The bibliometric analysis of the works revealed the temporal evolution (1996-2018), the institutions (n=17), geographic regions (n=5) and areas of the graduate programs (n=11). The content analysis exposed the objectives (n=4); the typology of teaching materials (n=8); the levels of education (n=2), the disciplines (n=5) and the ethnic groups (n=42) to which these teaching materials are destined. It was concluded that although important, there are still few graduate studies that have accepted the challenges and complexity inherent in the elaboration and analysis of specific didactic materials in the context of indigenous school education. This requires a more critical look at the representation and participation of indigenous peoples in the preparation of these materials. |
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Bibliometric study of Brazilian theses and dissertations (1996-2018) on specific and differentiated teaching materials for indigenous populationsBibliometric study of Brazilian theses and dissertations (1996-2018) on specific and differentiated teaching materials for indigenous populationsMateriales didácticos específicos y diferenciados para poblaciones indígenas: estudio bibliométrico de tesis y disertaciones brasileñas (1996-2018)Bibliometric study of Brazilian theses and dissertations (1996-2018) on specific and differentiated teaching materials for indigenous populationsEstudo bibliométrico de teses e dissertações brasileiras (1996-2018) sobre materiais didáticos específicos e diferenciados para populações indígenasABSTRACT. In the academic sphere, the debate on the elaboration of specific and differentiated teaching materials for indigenous peoples has been frequent in order to break their invisibility in the context of school education. In order to investigate how this debate permeates the works defended in graduate programs in Brazil, and seeking answers on how this scientific production is configured, an exploratory and descriptive research was carried out, with bibliometric and content approaches. Data were collected at the Brazilian Digital Library of Theses and Dissertations (BDTD/IBICT) using the expressions “indigenous teaching materials” and “indigenous teaching books”, which resulted in dissertations (n=29) and theses (n=3). The bibliometric analysis of the works revealed the temporal evolution (1996-2018), the institutions (n=17), geographic regions (n=5) and areas of the graduate programs (n=11). The content analysis exposed the objectives (n=4); the typology of teaching materials (n=8); the levels of education (n=2), the disciplines (n=5) and the ethnic groups (n=42) to which these teaching materials are destined. It was concluded that although important, there are still few graduate studies that have accepted the challenges and complexity inherent in the elaboration and analysis of specific didactic materials in the context of indigenous school education. This requires a more critical look at the representation and participation of indigenous peoples in the preparation of these materials.ABSTRACT. In the academic sphere, the debate on the elaboration of specific and differentiated teaching materials for indigenous peoples has been frequent in order to break their invisibility in the context of school education. In order to investigate how this debate permeates the works defended in graduate programs in Brazil, and seeking answers on how this scientific production is configured, an exploratory and descriptive research was carried out, with bibliometric and content approaches. Data were collected at the Brazilian Digital Library of Theses and Dissertations (BDTD/IBICT) using the expressions “indigenous teaching materials” and “indigenous teaching books”, which resulted in dissertations (n=29) and theses (n=3). The bibliometric analysis of the works revealed the temporal evolution (1996-2018), the institutions (n=17), geographic regions (n=5) and areas of the graduate programs (n=11). The content analysis exposed the objectives (n=4); the typology of teaching materials (n=8); the levels of education (n=2), the disciplines (n=5) and the ethnic groups (n=42) to which these teaching materials are destined. It was concluded that although important, there are still few graduate studies that have accepted the challenges and complexity inherent in the elaboration and analysis of specific didactic materials in the context of indigenous school education. This requires a more critical look at the representation and participation of indigenous peoples in the preparation of these materials.RESUMEN. En el ámbito académico, el debate sobre el desarrollo de materiales didácticos específicos y diferenciados para los pueblos indígenas ha sido frecuente para romper con su invisibilidad en el contexto de la educación escolar. Para investigar cómo este debate impregna los trabajos defendidos en los programas de posgrado en Brasil, y para buscar respuestas sobre cómo se configura esta producción científica, se realizó una investigación exploratoria y descriptiva, realizada con enfoques bibliométricos y de contenido. Los datos se recopilaron en la Biblioteca Digital Brasileña de Tesis y Disertaciones (BDTD/IBICT) utilizando las expresiones “materiales de enseñanza indígena” y “libros de enseñanza indígena”, que dieron como resultado disertaciones (n=29) y tesis (n=3). El análisis bibliométrico de los trabajos reveló la evolución temporal (1996-2018), las instituciones (n=17), las regiones geográficas (n=5) y las áreas de los programas de posgrado (n=11). El análisis de contenido expuso los objetivos (n=8); la tipología de materiales didácticos (n=4); los niveles educativos (n=2), las asignaturas (n=5) y los grupos étnicos (n=42) a los que se destinan estos materiales didácticos. Se concluyó que en el ámbito de los estudios de posgrado todavía hay pocos trabajos que acepten los desafíos y la complejidad inherentes a la elaboración y análisis de materiales didácticos específicos en el contexto de la educación escolar indígena, que requieren una mirada más crítica de la representación y participación de pueblos indígenas en la preparación de estos materiales.ABSTRACT. In the academic sphere, the debate on the elaboration of specific and differentiated teaching materials for indigenous peoples has been frequent in order to break their invisibility in the context of school education. In order to investigate how this debate permeates the works defended in graduate programs in Brazil, and seeking answers on how this scientific production is configured, an exploratory and descriptive research was carried out, with bibliometric and content approaches. Data were collected at the Brazilian Digital Library of Theses and Dissertations (BDTD/IBICT) using the expressions “indigenous teaching materials” and “indigenous teaching books”, which resulted in dissertations (n=29) and theses (n=3). The bibliometric analysis of the works revealed the temporal evolution (1996-2018), the institutions (n=17), geographic regions (n=5) and areas of the graduate programs (n=11). The content analysis exposed the objectives (n=4); the typology of teaching materials (n=8); the levels of education (n=2), the disciplines (n=5) and the ethnic groups (n=42) to which these teaching materials are destined. It was concluded that although important, there are still few graduate studies that have accepted the challenges and complexity inherent in the elaboration and analysis of specific didactic materials in the context of indigenous school education. This requires a more critical look at the representation and participation of indigenous peoples in the preparation of these materials.Estudo bibliométrico de teses e dissertações brasileiras (1996-2018) sobre materiais didáticos específicos e diferenciados para populações indígenas No âmbito acadêmico o debate sobre a elaboração de materiais didáticos específicos e diferenciados para os povos indígenas tem sido frequente visando romper com sua invisibilidade no contexto da educação escolar. Com o objetivo investigar como esse debate permeia os trabalhos defendidos em programas de pós-graduação no Brasil, e buscando respostas sobre como se configura essa produção científica foi realizada uma pesquisa exploratória e descritiva, conduzida com abordagens bibliométrica e de conteúdo. Os dados foram coletados na Biblioteca Digital Brasileira de Teses e Dissertações (BDTD/IBICT) utilizando as expressões “materiais didáticos indígenas” e “livros didáticos indígenas”, que resultaram em dissertações (n=29) e teses (n=3). A análise bibliométrica dos trabalhos revelou a evolução temporal (1996-2018), as instituições (n=17), regiões geográficas (n=5) e áreas dos programas de pós-graduação(n=11). A análise de conteúdo expôs os objetivos (n=4); a tipologia dos materiais didáticos (n=8); os níveis de ensino (n=2), as disciplinas (n=5) e as etnias (n=42) às quais se destinam esses materiais didáticos. Concluiu-se que apesar de importantes, ainda são poucos os trabalhos de pós-graduação que aceitaram os desafios e complexidade inerentes à elaboração e análise de materiais didáticos específicos no contexto da educação escolar indígena. Isto requer um olhar mais crítico sobre a representação e participação dos povos indígenas na preparação desses materiais. Palavras-chave: Materiais Didáticos Específicos, Livro Didático Indígena, Educação Escolar Indígena, Análise Bibliométrica. Bibliometric study of Brazilian theses and dissertations (1996-2018) on specific and differentiated teaching materials for indigenous populations ABSTRACT. In the academic sphere, the debate on the elaboration of specific and differentiated teaching materials for indigenous peoples has been frequent in order to break their invisibility in the context of school education. In order to investigate how this debate permeates the works defended in graduate programs in Brazil, and seeking answers on how this scientific production is configured, an exploratory and descriptive research was carried out, with bibliometric and content approaches. Data were collected at the Brazilian Digital Library of Theses and Dissertations (BDTD/IBICT) using the expressions “indigenous teaching materials” and “indigenous teaching books”, which resulted in dissertations (n=29) and theses (n=3). The bibliometric analysis of the works revealed the temporal evolution (1996-2018), the institutions (n=17), geographic regions (n=5) and areas of the graduate programs (n=11). The content analysis exposed the objectives (n=4); the typology of teaching materials (n=8); the levels of education (n=2), the disciplines (n=5) and the ethnic groups (n=42) to which these teaching materials are destined. It was concluded that although important, there are still few graduate studies that have accepted the challenges and complexity inherent in the elaboration and analysis of specific didactic materials in the context of indigenous school education. This requires a more critical look at the representation and participation of indigenous peoples in the preparation of these materials. Keywords: Instructional Materials, Indigenous Textbooks, Indigenous School Education, Bibliometric Analysis. Materiales didácticos específicos y diferenciados para poblaciones indígenas: estudio bibliométrico de tesis y disertaciones brasileñas (1996-2018) RESUMEN. En el ámbito académico, el debate sobre el desarrollo de materiales didácticos específicos y diferenciados para los pueblos indígenas ha sido frecuente para romper con su invisibilidad en el contexto de la educación escolar. Para investigar cómo este debate impregna los trabajos defendidos en los programas de posgrado en Brasil, y para buscar respuestas sobre cómo se configura esta producción científica, se realizó una investigación exploratoria y descriptiva, realizada con enfoques bibliométricos y de contenido. Los datos se recopilaron en la Biblioteca Digital Brasileña de Tesis y Disertaciones (BDTD/IBICT) utilizando las expresiones “materiales de enseñanza indígena” y “libros de enseñanza indígena”, que dieron como resultado disertaciones (n=29) y tesis (n=3). El análisis bibliométrico de los trabajos reveló la evolución temporal (1996-2018), las instituciones (n=17), las regiones geográficas (n=5) y las áreas de los programas de posgrado (n=11). El análisis de contenido expuso los objetivos (n=8); la tipología de materiales didácticos (n=4); los niveles educativos (n=2), las asignaturas (n=5) y los grupos étnicos (n=42) a los que se destinan estos materiales didácticos. Se concluyó que en el ámbito de los estudios de posgrado todavía hay pocos trabajos que acepten los desafíos y la complejidad inherentes a la elaboración y análisis de materiales didácticos específicos en el contexto de la educación escolar indígena, que requieren una mirada más crítica de la representación y participación de pueblos indígenas en la preparación de estos materiales. Palabras clave: Materiales Didácticos Específicos, Libros Didácticos Indígenas, Educación Escolar Indígena, Análisis Bibliométrico.Universidade Federal do Tocantins2020-09-26info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersion"Avaliado pelos pares"application/pdftext/htmlapplication/pdftext/htmlhttps://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/915110.20873/uft.rbec.e9151Brazilian Journal of Rural Education; Bd. 5 (2020): Publicação Contínua / Continuous Publication; e9151Brazilian Journal of Rural Education; Vol. 5 (2020): Publicação Contínua / Continuous Publication; e9151Revista Brasileña de Educación Rural; Vol. 5 (2020): Publicação Contínua / Continuous Publication; e9151Brazilian Journal of Rural Education; Vol. 5 (2020): Publicação Contínua / Continuous Publication; e9151Revista Brasileira de Educação do Campo; v. 5 (2020): Publicação Contínua / Continuous Publication; e91512525-4863reponame:Revista Brasileira de Educação do Campoinstname:Universidade Federal do Tocantins (UFT)instacron:UFTporenghttps://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/9151/17392https://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/9151/17393https://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/9151/17394https://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/9151/17395Copyright (c) 2020 Maria Cristina Piumbato Innocentini Hayashi, Alexandre Masson Maroldi, Carlos Roberto Massao Hayashiinfo:eu-repo/semantics/openAccessPiumbato Innocentini Hayashi, Maria CristinaMaroldi, Alexandre MassonHayashi, Carlos Roberto Massao2020-09-26T13:05:00Zoai:ojs.revista.uft.edu.br:article/9151Revistahttps://sistemas.uft.edu.br/periodicos/index.php/campoPUBhttps://sistemas.uft.edu.br/periodicos/index.php/campo/oaigustavo.araujo@uft.edu.br||rbec@uft.edu.br||gustavo.araujo@uft.edu.br|| rbec@uft.edu.br2525-48632525-4863opendoar:2020-09-26T13:05Revista Brasileira de Educação do Campo - Universidade Federal do Tocantins (UFT)false |
dc.title.none.fl_str_mv |
Bibliometric study of Brazilian theses and dissertations (1996-2018) on specific and differentiated teaching materials for indigenous populations Bibliometric study of Brazilian theses and dissertations (1996-2018) on specific and differentiated teaching materials for indigenous populations Materiales didácticos específicos y diferenciados para poblaciones indígenas: estudio bibliométrico de tesis y disertaciones brasileñas (1996-2018) Bibliometric study of Brazilian theses and dissertations (1996-2018) on specific and differentiated teaching materials for indigenous populations Estudo bibliométrico de teses e dissertações brasileiras (1996-2018) sobre materiais didáticos específicos e diferenciados para populações indígenas |
title |
Bibliometric study of Brazilian theses and dissertations (1996-2018) on specific and differentiated teaching materials for indigenous populations |
spellingShingle |
Bibliometric study of Brazilian theses and dissertations (1996-2018) on specific and differentiated teaching materials for indigenous populations Piumbato Innocentini Hayashi, Maria Cristina |
title_short |
Bibliometric study of Brazilian theses and dissertations (1996-2018) on specific and differentiated teaching materials for indigenous populations |
title_full |
Bibliometric study of Brazilian theses and dissertations (1996-2018) on specific and differentiated teaching materials for indigenous populations |
title_fullStr |
Bibliometric study of Brazilian theses and dissertations (1996-2018) on specific and differentiated teaching materials for indigenous populations |
title_full_unstemmed |
Bibliometric study of Brazilian theses and dissertations (1996-2018) on specific and differentiated teaching materials for indigenous populations |
title_sort |
Bibliometric study of Brazilian theses and dissertations (1996-2018) on specific and differentiated teaching materials for indigenous populations |
author |
Piumbato Innocentini Hayashi, Maria Cristina |
author_facet |
Piumbato Innocentini Hayashi, Maria Cristina Maroldi, Alexandre Masson Hayashi, Carlos Roberto Massao |
author_role |
author |
author2 |
Maroldi, Alexandre Masson Hayashi, Carlos Roberto Massao |
author2_role |
author author |
dc.contributor.author.fl_str_mv |
Piumbato Innocentini Hayashi, Maria Cristina Maroldi, Alexandre Masson Hayashi, Carlos Roberto Massao |
description |
ABSTRACT. In the academic sphere, the debate on the elaboration of specific and differentiated teaching materials for indigenous peoples has been frequent in order to break their invisibility in the context of school education. In order to investigate how this debate permeates the works defended in graduate programs in Brazil, and seeking answers on how this scientific production is configured, an exploratory and descriptive research was carried out, with bibliometric and content approaches. Data were collected at the Brazilian Digital Library of Theses and Dissertations (BDTD/IBICT) using the expressions “indigenous teaching materials” and “indigenous teaching books”, which resulted in dissertations (n=29) and theses (n=3). The bibliometric analysis of the works revealed the temporal evolution (1996-2018), the institutions (n=17), geographic regions (n=5) and areas of the graduate programs (n=11). The content analysis exposed the objectives (n=4); the typology of teaching materials (n=8); the levels of education (n=2), the disciplines (n=5) and the ethnic groups (n=42) to which these teaching materials are destined. It was concluded that although important, there are still few graduate studies that have accepted the challenges and complexity inherent in the elaboration and analysis of specific didactic materials in the context of indigenous school education. This requires a more critical look at the representation and participation of indigenous peoples in the preparation of these materials. |
publishDate |
2020 |
dc.date.none.fl_str_mv |
2020-09-26 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion "Avaliado pelos pares" |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/9151 10.20873/uft.rbec.e9151 |
url |
https://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/9151 |
identifier_str_mv |
10.20873/uft.rbec.e9151 |
dc.language.iso.fl_str_mv |
por eng |
language |
por eng |
dc.relation.none.fl_str_mv |
https://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/9151/17392 https://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/9151/17393 https://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/9151/17394 https://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/9151/17395 |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf text/html application/pdf text/html |
dc.publisher.none.fl_str_mv |
Universidade Federal do Tocantins |
publisher.none.fl_str_mv |
Universidade Federal do Tocantins |
dc.source.none.fl_str_mv |
Brazilian Journal of Rural Education; Bd. 5 (2020): Publicação Contínua / Continuous Publication; e9151 Brazilian Journal of Rural Education; Vol. 5 (2020): Publicação Contínua / Continuous Publication; e9151 Revista Brasileña de Educación Rural; Vol. 5 (2020): Publicação Contínua / Continuous Publication; e9151 Brazilian Journal of Rural Education; Vol. 5 (2020): Publicação Contínua / Continuous Publication; e9151 Revista Brasileira de Educação do Campo; v. 5 (2020): Publicação Contínua / Continuous Publication; e9151 2525-4863 reponame:Revista Brasileira de Educação do Campo instname:Universidade Federal do Tocantins (UFT) instacron:UFT |
instname_str |
Universidade Federal do Tocantins (UFT) |
instacron_str |
UFT |
institution |
UFT |
reponame_str |
Revista Brasileira de Educação do Campo |
collection |
Revista Brasileira de Educação do Campo |
repository.name.fl_str_mv |
Revista Brasileira de Educação do Campo - Universidade Federal do Tocantins (UFT) |
repository.mail.fl_str_mv |
gustavo.araujo@uft.edu.br||rbec@uft.edu.br||gustavo.araujo@uft.edu.br|| rbec@uft.edu.br |
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1754575854709506048 |