Território etnoeducacional Timbira: o protagoniscmo étnico do povo Krikati da educação escolar indígena
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Data
2019-03
Autores
Orientador
Machado, Neli Teresinha Galarce
Banca
Machado, Neli Teresinha Galarce
Laroque, Luís Fernando da Silva
Kreutz, Marcos Rogério
Sousa, Fernanda Brabo
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Resumo
Análise das contribuições do Território Etnoeducacional Timbira para o protagonismo étnico do povo Krikati no que diz respeito a autonomia de vivenciarem seus processos próprios de aprendizagem, por meio da escola, foi objetivo central deste trabalho. A política de Territórios Etnoeducacionais proporciona um novo cenário no
protagonismo indígena, ao reconhecer as identidades étnicas e a possibilidade de uma gestão autônoma respeitando os processos de escolarização específica e diferenciada em consonância com as territorialidades indígenas. Utilizou-se como instrumento de coleta de dados a entrevista semiestruturada com professores Krikati, lideranças políticas Krikati, lideranças indígenas do cenário regional e nacional, também com uma pesquisadora do povo Timbira. As entrevistas foram organizadas previamente e realizadas no período de março de 2018 a janeiro de 2019. Conforme a pesquisa, a implementação do Território Etnoeducacional Timbira ainda não se efetivou. No entanto, os espaços de diálogos criados no processo de implementação
do Território Etnoeducacional Timbira, gestou discussões significativas e necessárias acerca da Educação Escolar Indígena. Dessa forma, os indígenas consideram que as discussões em torno da temática em estudo, é de grande relevância já que apontam caminhos para a participação indígena na tomada de decisões, tendo em vista, a efetivação de uma Educação Escolar Indígena específica doravante a implementação do Território Etnoeducacional Timbira. O protagonismo Krikati se dá à medida que buscam a efetividade de seus processos próprios de escolarização ao construírem seu Projeto Político Pedagógico, ao buscarem formação inicial e
continuada de professores em espaços fora das instâncias do poder público, ao realizarem seminários para discutir a política de Territórios Etnoeducacionais, entre outras, bem como não desistirem de lutarem por direitos conquistados legalmente, e ainda não implementados pelo poder público.
This study aims to analyses the contributions of the Timbira Ethno-educational Territory to the ethnic protagonism of the Krikati indigenous people, taking into consideration their autonomy to experience their own learning processes during school time. The policy for Ethno-educational Territories provides new opportunities to the indigenous protagonism, because it recognizes the ethnic identities, besides the possibility of an autonomous management respecting the processes of specific and differentiated schooling according to each Indigenous Territory. Semi-structured interviews were made with Krikati teachers, Krikati political leaders, and other indigenous leaders from Maranhão and national scene. A researcher from the Timbira people were also taken for data collection. The interviews were previously organized and carried out from March 2018 to January 2019. It was noticed that the implementation of the Timbira Ethno-education Territory has not taken place yet. However, the spaces of dialogues created in the process of implementation has generated significant and necessary discussions about Indigenous School Education. In this way, the indigenous people consider that the discussions around the theme under study are of great relevance since they point out ways for indigenous participation in decision for the implementation of the Timbira Ethno-educational Territory. The Krikati protagonism occurs as they seek the effectiveness of their own schooling processes by constructing their Political Pedagogical Project, by seeking initial and continued studying for their teachers in and outside public institutions, also by holding seminars to discuss the Timbira Ethno-educational Territory policy among others themes, as well as not givin up fighting for legally earned rights, and not implemented yet by the public power.
This study aims to analyses the contributions of the Timbira Ethno-educational Territory to the ethnic protagonism of the Krikati indigenous people, taking into consideration their autonomy to experience their own learning processes during school time. The policy for Ethno-educational Territories provides new opportunities to the indigenous protagonism, because it recognizes the ethnic identities, besides the possibility of an autonomous management respecting the processes of specific and differentiated schooling according to each Indigenous Territory. Semi-structured interviews were made with Krikati teachers, Krikati political leaders, and other indigenous leaders from Maranhão and national scene. A researcher from the Timbira people were also taken for data collection. The interviews were previously organized and carried out from March 2018 to January 2019. It was noticed that the implementation of the Timbira Ethno-education Territory has not taken place yet. However, the spaces of dialogues created in the process of implementation has generated significant and necessary discussions about Indigenous School Education. In this way, the indigenous people consider that the discussions around the theme under study are of great relevance since they point out ways for indigenous participation in decision for the implementation of the Timbira Ethno-educational Territory. The Krikati protagonism occurs as they seek the effectiveness of their own schooling processes by constructing their Political Pedagogical Project, by seeking initial and continued studying for their teachers in and outside public institutions, also by holding seminars to discuss the Timbira Ethno-educational Territory policy among others themes, as well as not givin up fighting for legally earned rights, and not implemented yet by the public power.
Descrição
Palavras-chave
Educação Escolar Indígena; Protagonismo; Território Etnoeducacional Timbira; Indigenous School Education; Protagonism; Timbira Ethno-educational Territory
Citação
DUTRA, Gildete Elias. Território etnoeducacional Timbira: o protagoniscmo étnico do povo Krikati da educação escolar indígena. 2019. Dissertação (Mestrado) – Curso de Ensino, Universidade do Vale do Taquari - Univates, Lajeado, 22 mar. 2019. Disponível em: http://hdl.handle.net/10737/2620.