Formação de professores indígenas: travessia para um ensino diferenciado na aldeia Canela Ramkokamekrá
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Data
2019-04-04
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Munhoz, Angélica Vier
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Resumo
Esta pesquisa aborda as contribuições da formação de professores indígenas para o ensino diferenciado numa comunidade indígena. Para tanto, buscou investigar as licenciaturas interculturais das quais participam os professores da etnia Canela Ramkokamekrá, em seus aspectos de interculturalidade, bilinguismo e valorização do etnoconhecimento e da cultura local, bem como as contribuições dos referidos cursos para a efetividade da prática de ensino diferenciada dos professores acadêmicos das citadas licenciaturas. Trata-se de uma pesquisa de abordagem qualitativa, documental e de campo, realizada a partir da observação in loco, sendo a entrevista semiestruturada e o diário de campo os principais instrumentos de coletas de dados.
Os aportes teóricos da pesquisa incluem Luciano (2006), Grupioni (2006), Maher (2007), Lopes da Silva (2003), Candau (2005), os Referenciais para a Formação de Professores Indígenas, entre outros. Todos esses autores possibilitaram conhecer a educação escolar indígena e a Formação de Professores Indígenas enquanto uma educação específica e diferenciada preconizada pela legislação educacional em vigor. Os resultados das trilhas pela pesquisa de campo foram analisados através da técnica de Análise de Conteúdo, que permitiu inferir que a formação de professores indígenas é um grande ponto de partida na travessia para o ensino diferenciado, intercultural e bilíngue na escola indígena do povo Canela Ramkokamekrá da Aldeia Escalvado, localizada no município de Fernando Falcão - MA.
This research addresses the contributions of indigenous teachers’ formation to the distinctive teaching in an indigenous community. To do so, it aimed to investigate intercultural degrees in which took part teachers from the ethnicity Canela Ramkokamekrá with their aspects of interculturality, bilingualism and implementation of the ethnoknowledge and local culture as well as the contributions to the referred courses to implement the distinctive teaching practice of academic teachers from the mentioned degrees. It is a research with a qualitative, documental and field approach, which counted with observation, a semistructured interview and the field diary as main tools of data collecting. The theoretical supports counted with Baniwa (2006), Grupioni (2006), Maher (2007), Lopes da Silva (2003), Candau (2005), the Benchmarks to the Indigenous Teachers’ Formation and more. All these authors made possible to know indigenous school education and Indigenous Teachers’ Formation and to implement specific and distinctive education preconized by educational law in force. The results of the trails from the field research were analyzed through Content Analysis, which allowed to infer that indigenous teachers’ formation is a great start on achieving a distinctive, intercultural and bilingual teaching at Canela Romkokamekrá indigenous school from Escalvado Village located on the city of Fernando Falcão-MA.
This research addresses the contributions of indigenous teachers’ formation to the distinctive teaching in an indigenous community. To do so, it aimed to investigate intercultural degrees in which took part teachers from the ethnicity Canela Ramkokamekrá with their aspects of interculturality, bilingualism and implementation of the ethnoknowledge and local culture as well as the contributions to the referred courses to implement the distinctive teaching practice of academic teachers from the mentioned degrees. It is a research with a qualitative, documental and field approach, which counted with observation, a semistructured interview and the field diary as main tools of data collecting. The theoretical supports counted with Baniwa (2006), Grupioni (2006), Maher (2007), Lopes da Silva (2003), Candau (2005), the Benchmarks to the Indigenous Teachers’ Formation and more. All these authors made possible to know indigenous school education and Indigenous Teachers’ Formation and to implement specific and distinctive education preconized by educational law in force. The results of the trails from the field research were analyzed through Content Analysis, which allowed to infer that indigenous teachers’ formation is a great start on achieving a distinctive, intercultural and bilingual teaching at Canela Romkokamekrá indigenous school from Escalvado Village located on the city of Fernando Falcão-MA.
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Palavras-chave
Interculturalidade; Bilinguismo; Formação de professores indígenas; Ensino diferenciado; Canela Ramkokamekrá; Interculturality; Bilingualism; Indigenous teachers’ formation; Distinctive teaching
Citação
LOBO, Marinete Moura Da Silva. Formação de professores indígenas: travessia para um ensino diferenciado na aldeia Canela Ramkokamekrá. 2018. Dissertação (Mestrado) – Curso de Ensino, Universidade do Vale do Taquari - Univates, Lajeado, 18 dez. 2018. Disponível em: http://hdl.handle.net/10737/2483.