Sobre a significação das aulas de artes para as crianças indígenas Kaingáng

• Autor(a) principal: Favaretto, Beatriz
• Data de Publicação: 2010
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca de teses e dissertações da Universidade de Passo Fundo (BDTD UPF)
• Texto Completo: http://10.0.217.128:8080/jspui/handle/tede/667
• topic: Educação; Índios Kaingang; Arte - Estudo e ensino; Índios - Educação; Education; Kaigang indians; Art - Study and teaching; Kaingang indians - Education; CNPQ::CIENCIAS HUMANAS::EDUCACAO

The purpose of this study is to analyze the importance of art classes for kaingang children. This is a fundamental element to get inside the educational field of the kaigang race. The study is supported by the literature that treats about the stetic education influence in culture and history of the kaigang indigenous.The subjects of the study are students of the 5a degree of the school of the indigenous reserve Xapeco and two indian natives of the village. It reports the style of life and how are stablished the relationship between school, teachers and students. The research is part of the line of Educational Processes and Language. The study is etnographic and follow the henomenologic method as proposed by Georgi and described by Ormezzano and Torres, focusing on the discipline of arts, that is part of the curriculum since the inicial series until de medium degree, which in the third degree is named Indigenous Culture. From the analysis of the observations realized three macrodimensions have resulted: interpersonal relationships in the school, perceptions in classroom, environment and daily life. By means of this and their subdivisions, the study concludes that the art component is very much valorized by the kaingang students that, in the art classes reveal their culture and at the same time, the conception about the environment they live in. The educational and cultural processes of the art classes happen in a bilingual primary and secondary school with almost one thousand students and 98% of indigenous teachers that believe in and understand their culture with the integration of indigenous and not indigenous knowledge inserted in the local specifities and characteristics