Do outro lado do rio: estudantes Rikbaktsa em uma escola não indígena
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Data
2019-01
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Orientador
Schwertner, Suzana Feldens
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Resumo
O povo Rikbaktsa teve seus primeiros contatos com os “kadire” (homem branco) a partir da década de 1940. A história da humanidade tem mostrado que, quando duas sociedades diferentes se encontram, muitas adversidades e grandes mudanças podem ocorrer. Em se tratando da etnia Rikbaktsa na relação com o não indígena, observa-se que não foi diferente: seu contexto histórico foi inicialmente marcado por muitos conflitos e violência de ambas as partes. Esses conflitos diminuíram após a intervenção de missionários católicos, mas o contato provocou uma mudança profunda em sua cultura. Atualmente, os Rikbaktsa vivem às margens do Rio Juruena (Mato Grosso), têm convívio com a comunidade não indígena do outro lado do rio, no distrito de Fontanillas, município de Juína (MT). Desta premissa parte a investigação da presente pesquisa: o convívio no contexto escolar como um espaço intercultural. Alguns pais Rikbaktsa confiam a educação dos filhos à Escola Rural Vinícius de Morais, no distrito de Fontanillas, sendo que os estudantes atravessam um rio consideravelmente perigoso para ir à escola, mesmo que exista uma escola dentro da aldeia. Este fator intrigante serviu como subsídio para refletir sobre esta realidade que ocorre no processo de ensino de alunos indígenas da etnia Rikbaktsa em uma escola não indígena e os motivos que os levam a buscar essa escola. Para a presente investigação foram utilizados os seguintes recursos metodológicos: entrevistas, observação de campo, análise documental. Buscando compreender os motivos da preferência da escola e qual é a visão dos pais sobre a escola, foram entrevistados seis pais de estudantes Rikbaktsa, e para compreender os processos de ensino dos estudantes indígenas na escola não indígena, utilizamos a observação participante em duas salas por um período de 36 horas e análise documental dos históricos escolares e do Projeto Político Pedagógico da escola. Os dados foram organizados utilizando a análise de conteúdo proposta por Bardin. Os
resultados demonstram que alguns pais dos alunos Rikbaktsa compreendem que a escola não indígena ajuda o jovem Rikbaktsa a entender a sociedade não indígena e os prepara para uma profissão, bem como alegam que na aldeia os professores faltam muito. Constata-se que na escola pesquisada o convívio intercultural ocorre com respeito e interação, os professores dialogam contextualizando muitos conhecimentos de origem indígena, permitindo uma troca de saberes em que os alunos compartilham seus conhecimentos com os docentes, e estes compartilham saberes com os alunos. Esta pesquisa mostra como as relações entre indígenas e não indígenas não se constituem apenas por perdas, mas por trocas que permitem que todos tenham benefícios: pais Rikbaktsa, estudantes (indígenas e não indígenas), professores, escola; enfim, na conquista de compreender o “outro”, sobretudo nos aspectos que concernem à educação e ao ensino.
The Rikbaktsa people had their first contacts with the "kadire" (white man) from 1940 onwards. The history of mankind has shown that when two different societies meet, many adversities and major changes can occur. In the case of the Rikbaktsa ethnicity in relation to the non-indigenous, it is observed that it was no different: its historical context was initially marked by many conflicts and violence on both sides. These conflicts ceased after the intervention of Catholic missionaries, but the contact brought about a deep change in their culture. Nowadays, the Rikbaktsa live on one side of the Juruena River (Mato Grosso). They are living with the non- indigenous community on the other side of the river, in the district of Fontanillas, municipality of Juína (MT). From this premise, the investigation of the present research starts: the conviviality in the school context as an intercultural space. Rikbaktsa parents entrust their children's education to the Vinícius de Morais Rural School in the Fontanillas district, and students cross a considerably dangerous river to go to school, even if there is a school within the village. This intriguing factor served as an aid to reflect on this reality that occurs in the teaching process of Rikbaktsa indigenous students in a non-indigenous school and the reasons that lead them to seek this school. For the present research the following methodological resources were used: interviews, field observation, documentary analysis. In order to understand the reasons for the school's preference and the parents' view of the school, six parents of Rikbaktsa students were interviewed, and to understand the teaching processes of indigenous students in the non-indigenous school, we used participant observation in two classrooms by a period of 36 hours and documentary analysis of school historicals and the School's Political Pedagogical Project. The data were organized using the content analysis proposed by Bardin. The results show that some parents of the Rikbaktsa students understand that the non-indigenous school helps the young Rikbaktsa understand the non-indigenous society and prepares them for a profession, as well as they claim that in the village the teachers are missing work a lot. It is observed that in the studied school intercultural interaction occurs with respect and interaction, teachers dialogue contextualizing many knowledge of indigenous origin, allowing an exchange of knowledge in which students share their knowledge with teachers and teachers share knowledge with students. This research shows how the relations between indigenous and non-indigenous people are not only caused by losses but also by exchanges that allow benefits to everyone: Rikbaktsa parents, students (indigenous and non-indigenous), teachers, school; finally, in the conquest of understanding the "other", especially in the aspects that concern education and teaching.
The Rikbaktsa people had their first contacts with the "kadire" (white man) from 1940 onwards. The history of mankind has shown that when two different societies meet, many adversities and major changes can occur. In the case of the Rikbaktsa ethnicity in relation to the non-indigenous, it is observed that it was no different: its historical context was initially marked by many conflicts and violence on both sides. These conflicts ceased after the intervention of Catholic missionaries, but the contact brought about a deep change in their culture. Nowadays, the Rikbaktsa live on one side of the Juruena River (Mato Grosso). They are living with the non- indigenous community on the other side of the river, in the district of Fontanillas, municipality of Juína (MT). From this premise, the investigation of the present research starts: the conviviality in the school context as an intercultural space. Rikbaktsa parents entrust their children's education to the Vinícius de Morais Rural School in the Fontanillas district, and students cross a considerably dangerous river to go to school, even if there is a school within the village. This intriguing factor served as an aid to reflect on this reality that occurs in the teaching process of Rikbaktsa indigenous students in a non-indigenous school and the reasons that lead them to seek this school. For the present research the following methodological resources were used: interviews, field observation, documentary analysis. In order to understand the reasons for the school's preference and the parents' view of the school, six parents of Rikbaktsa students were interviewed, and to understand the teaching processes of indigenous students in the non-indigenous school, we used participant observation in two classrooms by a period of 36 hours and documentary analysis of school historicals and the School's Political Pedagogical Project. The data were organized using the content analysis proposed by Bardin. The results show that some parents of the Rikbaktsa students understand that the non-indigenous school helps the young Rikbaktsa understand the non-indigenous society and prepares them for a profession, as well as they claim that in the village the teachers are missing work a lot. It is observed that in the studied school intercultural interaction occurs with respect and interaction, teachers dialogue contextualizing many knowledge of indigenous origin, allowing an exchange of knowledge in which students share their knowledge with teachers and teachers share knowledge with students. This research shows how the relations between indigenous and non-indigenous people are not only caused by losses but also by exchanges that allow benefits to everyone: Rikbaktsa parents, students (indigenous and non-indigenous), teachers, school; finally, in the conquest of understanding the "other", especially in the aspects that concern education and teaching.
Descrição
Palavras-chave
Educação Escolar; Interculturalidade; Rikbaktsa
Citação
ZADORESKI JUNIOR, Miguel Julio. Do outro lado do rio: estudantes Rikbaktsa em uma escola não indígena. 2019. Dissertação (Mestrado) – Curso de Ensino, Universidade do Vale do Taquari - Univates, Lajeado, 26 fev. 2019. Disponível em: http://hdl.handle.net/10737/2532.