INDIGENOUS LITERATURE:: FROM TEXTBOOK TO INTERCULTURAL EDUCATION
Autor(a) principal: | |
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Data de Publicação: | 2022 |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Revista da FAEEBA (Online) |
Texto Completo: | https://www.revistas.uneb.br/index.php/faeeba/article/view/13960 |
Resumo: | The present article brings discussions about the choice of textbooks in Brazil, its importance and interference in the educational context, and proposes an analysis of the work approved and made available by the National Book and Didactic Material Program, from the Singular and Plural collection, from the publisher Moderna, Elementary School, final years, 6th year, in the quadrennium 2020-2023, and used by the Rondônia state government, where I teach. The objective of this study is to analyze the treatment of indigenous literature in the book, observing the texts suggested for reading, the activities proposed to the students, and the guidelines aimed at the teacher. From a methodology of bibliographic and documentary research anchored, mainly, in Silva and Costa (2018), Bonin (2008), Oliveira (2008) and Munduruku (2016), reflections are made about the effectiveness of Law 11.645/08, which speaks of the mandatory study of indigenous history and culture in basic education, through the study of indigenous literature. Among the analyses carried out, I highlight that the textbook contributes in some way to the implementation of the Law, although there are some mistakes and gaps regarding the indigenous issue, it proved to be expressive for the implementation of an intercultural education, it exposed an open space for dialogue, especially when used in a critical way. |
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INDIGENOUS LITERATURE:: FROM TEXTBOOK TO INTERCULTURAL EDUCATIONLITERATURA INDÍGENA: : DEL LIBRO DE TEXTO A LA EDUCACIÓN INTERCULTURALLITTÉRATURE INDIGÈNE:: DU MANUEL À L'ÉDUCATION INTERCULTURELLELiteratura Indígena: do livro didático à educação interculturalIndigenous Literature; Intercultural education; Law 11.645/08; Textbook.Literatura indígena; Educación intercultural; Ley 11.645/08; Libro de texto.Literatura indígena; Educação intercultural; Lei 11.645/08; Livro didático.Littérature indigène; Éducation interculturelle; Loi 11.645/08; Manuel scolaire.The present article brings discussions about the choice of textbooks in Brazil, its importance and interference in the educational context, and proposes an analysis of the work approved and made available by the National Book and Didactic Material Program, from the Singular and Plural collection, from the publisher Moderna, Elementary School, final years, 6th year, in the quadrennium 2020-2023, and used by the Rondônia state government, where I teach. The objective of this study is to analyze the treatment of indigenous literature in the book, observing the texts suggested for reading, the activities proposed to the students, and the guidelines aimed at the teacher. From a methodology of bibliographic and documentary research anchored, mainly, in Silva and Costa (2018), Bonin (2008), Oliveira (2008) and Munduruku (2016), reflections are made about the effectiveness of Law 11.645/08, which speaks of the mandatory study of indigenous history and culture in basic education, through the study of indigenous literature. Among the analyses carried out, I highlight that the textbook contributes in some way to the implementation of the Law, although there are some mistakes and gaps regarding the indigenous issue, it proved to be expressive for the implementation of an intercultural education, it exposed an open space for dialogue, especially when used in a critical way.El presente artículo trae discusiones sobre la elección de los libros de texto en Brasil, su importancia e injerencia en el contexto educativo, y propone un análisis de la obra aprobada y puesta a disposición por el Programa Nacional del Libro y Material Didáctico, de la colección Singular y Plural, de la editorial Moderna, Escuela Primaria, últimos años, 6º año, en el cuatrienio 2020-2023, y utilizada por el gobierno del estado de Rondônia, donde enseño. El objetivo de este estudio es analizar el tratamiento de la literatura indígena en el libro, observando los textos sugeridos para la lectura, las actividades propuestas a los alumnos y las orientaciones dirigidas al profesor. A partir de una metodología de investigación bibliográfica y documental anclada, principalmente, en Silva y Costa (2018), Bonin (2008), Oliveira (2008) y Munduruku (2016) se hacen reflexiones sobre la efectividad de la Ley 11.645/08, que habla de la obligatoriedad del estudio de la historia y la cultura indígena en la educación básica, a través del estudio de la literatura indígena. Entre los análisis realizados, destaco que el libro de texto contribuye de alguna manera a la implementación de la Ley, aunque hay algunos errores y lagunas en cuanto a la cuestión indígena, demostró ser expresivo para la implementación de una educación intercultural, expuso un espacio abierto para el diálogo, especialmente cuando se utiliza de manera crítica.Cet article apporte des discussions sur le choix des manuels scolaires au Brésil, leur importance et leur interférence dans le contexte éducatif, et propose une analyse de l'ouvrage approuvé et mis à disposition par le Programme national du livre et du matériel didactique, de la collection Singulier et Pluriel, de la maison d'édition Moderna, École primaire, dernières années, 6e année, dans la période quadriennale 2020-2023, et utilisé par le gouvernement de l'État de Rondônia, où j'enseigne. L'objectif de cette étude est d'analyser le traitement de la littérature indigène dans le livre, en observant les textes suggérés pour la lecture, les activités proposées aux étudiants et les orientations adressées à l'enseignant. Sur la base d'une méthodologie de recherche bibliographique et documentaire ancrée principalement dans Silva et Costa (2018), Bonin (2008), Oliveira (2008) et Munduruku (2016), des réflexions sont faites sur l'efficacité de la loi 11.645/08, qui parle de l'étude obligatoire de l'histoire et de la culture indigène dans l'éducation de base, à travers l'étude de la littérature indigène. Parmi les analyses effectuées, je souligne que le manuel contribue d'une certaine manière à la mise en œuvre de la loi, bien qu'il y ait quelques erreurs et lacunes concernant la question autochtone, il s'est avéré expressif pour la mise en œuvre d'une éducation interculturelle, il a exposé un espace ouvert pour le dialogue, surtout lorsqu'il est utilisé de manière critique.O presente artigo traz discussões acerca da escolha do livro didático no Brasil, da sua importância e interferência no contexto educacional e, propõe uma análise da obra aprovada e disponibilizada pelo Programa Nacional do Livro e Material Didático, da coleção Singular e Plural, da editora Moderna, Ensino Fundamental, anos finais, 6º ano, no quadriênio 2020-2023, e utilizada pela rede estadual de Rondônia, na qual leciono. O objetivo deste estudo é analisar o tratamento dado à literatura indígena na obra, observando os textos sugeridos para leitura, as atividades propostas aos alunos e as orientações destinadas ao professor. A partir de uma metodologia de pesquisa bibliográfica e documental ancoradas, principalmente, em Silva e Costa (2018), Bonin (2008), Oliveira (2008) e Munduruku (2016), são tecidas reflexões acerca da efetivação da Lei 11.645/08, que fala da obrigatoriedade do estudo da história e cultura indígena na educação básica, por meio do estudo da literatura indígena. Dentre as análises realizadas destaco que o livro didático contribui de certa forma para a execução da referida Lei, embora haja alguns equívocos e lacunas no tocante à questão indígena, mostrou-se expressivo para a efetivação de uma educação intercultural, expôs um espaço aberto ao diálogo, sobretudo quando utilizado de modo crítico.UNEB2022-08-16info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionAvaliado pelos paresapplication/pdfhttps://www.revistas.uneb.br/index.php/faeeba/article/view/1396010.21879/faeeba2358-0194.2022.v31.n67.p364-382Revista da FAEEBA - Educação e Contemporaneidade; v. 31 n. 67 (2022): Educação, Etnogênese Indígena e Interculturalidade ; 364-3822358-01940104-704310.21879/faeeba2358-0194.v31.n67reponame:Revista da FAEEBA (Online)instname:Universidade do Estado da Bahia (UNEB)instacron:UNEBporhttps://www.revistas.uneb.br/index.php/faeeba/article/view/13960/10072Copyright (c) 2022 Ivonete Ninkinfo:eu-repo/semantics/openAccessSoares, Ivonete Nink2023-02-02T18:48:33Zoai:ojs.revistas.uneb.br:article/13960Revistahttps://revistas.uneb.br/index.php/faeeba/PUBhttps://www.revistas.uneb.br/index.php/faeeba/oairevistadafaeeba.uneb@gmail.com||esclementino@uol.com.br|| fialho2021@gmail.com|| mauraiclea@gmail.com||refaeeba.dedc1@listas.uneb.br2358-01940104-7043opendoar:2023-02-02T18:48:33Revista da FAEEBA (Online) - Universidade do Estado da Bahia (UNEB)false |
dc.title.none.fl_str_mv |
INDIGENOUS LITERATURE:: FROM TEXTBOOK TO INTERCULTURAL EDUCATION LITERATURA INDÍGENA: : DEL LIBRO DE TEXTO A LA EDUCACIÓN INTERCULTURAL LITTÉRATURE INDIGÈNE:: DU MANUEL À L'ÉDUCATION INTERCULTURELLE Literatura Indígena: do livro didático à educação intercultural |
title |
INDIGENOUS LITERATURE:: FROM TEXTBOOK TO INTERCULTURAL EDUCATION |
spellingShingle |
INDIGENOUS LITERATURE:: FROM TEXTBOOK TO INTERCULTURAL EDUCATION Soares, Ivonete Nink Indigenous Literature; Intercultural education; Law 11.645/08; Textbook. Literatura indígena; Educación intercultural; Ley 11.645/08; Libro de texto. Literatura indígena; Educação intercultural; Lei 11.645/08; Livro didático. Littérature indigène; Éducation interculturelle; Loi 11.645/08; Manuel scolaire. |
title_short |
INDIGENOUS LITERATURE:: FROM TEXTBOOK TO INTERCULTURAL EDUCATION |
title_full |
INDIGENOUS LITERATURE:: FROM TEXTBOOK TO INTERCULTURAL EDUCATION |
title_fullStr |
INDIGENOUS LITERATURE:: FROM TEXTBOOK TO INTERCULTURAL EDUCATION |
title_full_unstemmed |
INDIGENOUS LITERATURE:: FROM TEXTBOOK TO INTERCULTURAL EDUCATION |
title_sort |
INDIGENOUS LITERATURE:: FROM TEXTBOOK TO INTERCULTURAL EDUCATION |
author |
Soares, Ivonete Nink |
author_facet |
Soares, Ivonete Nink |
author_role |
author |
dc.contributor.author.fl_str_mv |
Soares, Ivonete Nink |
dc.subject.por.fl_str_mv |
Indigenous Literature; Intercultural education; Law 11.645/08; Textbook. Literatura indígena; Educación intercultural; Ley 11.645/08; Libro de texto. Literatura indígena; Educação intercultural; Lei 11.645/08; Livro didático. Littérature indigène; Éducation interculturelle; Loi 11.645/08; Manuel scolaire. |
topic |
Indigenous Literature; Intercultural education; Law 11.645/08; Textbook. Literatura indígena; Educación intercultural; Ley 11.645/08; Libro de texto. Literatura indígena; Educação intercultural; Lei 11.645/08; Livro didático. Littérature indigène; Éducation interculturelle; Loi 11.645/08; Manuel scolaire. |
description |
The present article brings discussions about the choice of textbooks in Brazil, its importance and interference in the educational context, and proposes an analysis of the work approved and made available by the National Book and Didactic Material Program, from the Singular and Plural collection, from the publisher Moderna, Elementary School, final years, 6th year, in the quadrennium 2020-2023, and used by the Rondônia state government, where I teach. The objective of this study is to analyze the treatment of indigenous literature in the book, observing the texts suggested for reading, the activities proposed to the students, and the guidelines aimed at the teacher. From a methodology of bibliographic and documentary research anchored, mainly, in Silva and Costa (2018), Bonin (2008), Oliveira (2008) and Munduruku (2016), reflections are made about the effectiveness of Law 11.645/08, which speaks of the mandatory study of indigenous history and culture in basic education, through the study of indigenous literature. Among the analyses carried out, I highlight that the textbook contributes in some way to the implementation of the Law, although there are some mistakes and gaps regarding the indigenous issue, it proved to be expressive for the implementation of an intercultural education, it exposed an open space for dialogue, especially when used in a critical way. |
publishDate |
2022 |
dc.date.none.fl_str_mv |
2022-08-16 |
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://www.revistas.uneb.br/index.php/faeeba/article/view/13960 10.21879/faeeba2358-0194.2022.v31.n67.p364-382 |
url |
https://www.revistas.uneb.br/index.php/faeeba/article/view/13960 |
identifier_str_mv |
10.21879/faeeba2358-0194.2022.v31.n67.p364-382 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://www.revistas.uneb.br/index.php/faeeba/article/view/13960/10072 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2022 Ivonete Nink info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2022 Ivonete Nink |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
UNEB |
publisher.none.fl_str_mv |
UNEB |
dc.source.none.fl_str_mv |
Revista da FAEEBA - Educação e Contemporaneidade; v. 31 n. 67 (2022): Educação, Etnogênese Indígena e Interculturalidade ; 364-382 2358-0194 0104-7043 10.21879/faeeba2358-0194.v31.n67 reponame:Revista da FAEEBA (Online) instname:Universidade do Estado da Bahia (UNEB) instacron:UNEB |
instname_str |
Universidade do Estado da Bahia (UNEB) |
instacron_str |
UNEB |
institution |
UNEB |
reponame_str |
Revista da FAEEBA (Online) |
collection |
Revista da FAEEBA (Online) |
repository.name.fl_str_mv |
Revista da FAEEBA (Online) - Universidade do Estado da Bahia (UNEB) |
repository.mail.fl_str_mv |
revistadafaeeba.uneb@gmail.com||esclementino@uol.com.br|| fialho2021@gmail.com|| mauraiclea@gmail.com||refaeeba.dedc1@listas.uneb.br |
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