Educação escolar indígena e ensino de ciências: um estudo de caso preliminar na Escola Estadual Indígena Fulni-ô Marechal Rondon da comunidade indígena Fulni-ô de Pernambuco

• Autor(a) principal: Silva, Vanderly Gomes da
• Data de Publicação: 2021
• Tipo de documento: Trabalho de conclusão de curso
• Idioma: por
• Título da fonte: Repositório Institucional da UNESP
• Texto Completo: http://hdl.handle.net/11449/213980
• topic: Educação escolar indígena; Comunidade Fulni-ô; Ensino de ciências; História oral

This work sought to analyze and understand how they are being implemented as National Curricular Guidelines for Indigenous School Education and the dialogue between the curricular knowledge and the knowledge of the Fulni-ô group, especially within the scope of the Science curriculum component for elementary education II. The proposed research had a qualitative character, constituting itself as a preliminary case study on Indigenous School Education and the practice of teaching Science in a school of the community of the Fulni-ô people, located in the municipality of Águas Belas, in Pernambuco. Based on the methodology of oral history, oral reports were collected from two coordinators and a school science teacher to learn about the process of implementing indigenous school education and the practice of teaching science in this school. Although there are already several researches in the field of indigenous school education, this Course Conclusion Study found that there are not many works that refer to the practice of teaching Science in indigenous schools. Therefore, it is a new field of research, which also demands the concern with a differentiated intercultural and bilingual education that mediates between the curricular contents and the knowledge of the indigenous groups. Thus, through the changes made with the Science teacher at the Fulni-ô school, and with two of his coordinators, if he seeks to carry out in his classes the articulation between the curricular knowledge and that of this indigenous group, but he comes up against the challenge imposed by this dialogue, as well as on issues that involve the process of implementing Indigenous School Education in this school, the training of indigenous teachers (initial and continuing) and the production of materials that portray this interface of knowledge.