Travessias interculturais no currículo: percursos do etnoconhecimento no ensino diferenciado para o povo Canela Ramkokamekrá
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Data
2022-08
Autores
Orientador
Munhoz, Angélica Vier
Banca
Laroque, Luís Fernando da Silva
Hattge, Morgana Domênica
Silva, Luciana Helena Da
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Esta pesquisa aborda a travessia do etnoconhecimento no currículo da escola indígena do povo Canela Ramkokamekrá da Aldeia Escalvado, localizada no município de Fernando Falcão-MA. Trata-se de uma investigação com abordagem qualitativa, de natureza aplicada, documental e de campo, sendo a observação in loco e a entrevista semiestruturada os principais instrumentos de produção de dados. Este estudo investigou o etnoconhecimento no currículo formal e suas contribuições para o ensino diferenciado, intercultural e bilíngue na escola do povo Canela Ramkokamekrá e, de forma pormenorizada, relacionou os conhecimentos tradicionais e os processos próprios de aprendizagem que, na percepção dos interlocutores da pesquisa, devem ser contemplados no currículo da escola indígena de sua comunidade. Os aportes teóricos da pesquisa aproximam-se da perspectiva crítica do currículo e incluem autores como Bourdieu e Passeron (2010), Althusser (2008), Michael Apple (2006) e Paulo Freire (2005). Em relação à especificidade indígena e à interculturalidade no currículo, algumas vozes apontaram os caminhos percorridos, dentre elas Grupioni (2006), Munduruku (2021), Baniwa (2006), Silva (2017a), Urquiza (2017), Soares e Canela (2018). Os achados da pesquisa foram obtidos através da Análise de Conteúdo de Bardin (2016) e permitiram inferir que o currículo da escola indígena lócus da pesquisa vai além de conteúdos a serem ensinados, e não se limita aos documentos curriculares oficializados pela cultura dominante. Esse currículo reflete diferentes concepções de mundo, agrega a história, a relação com os mais velhos, com a natureza e traduz toda a experiência indígena que, embora não sejam ensinados no espaço físico da escola, são ensinados na comunidade e vivenciados pelo alunado no seu dia a dia na aldeia. As conversas com os interlocutores e as experiências vivenciadas durante a pesquisa de campo revelaram, ainda, que a escola indígena é parte da comunidade e apontaram o repertório do etnoconhecimento para a composição de um documento curricular formal, no qual se inclui a arte, os costumes e o ciclo de rituais de formação do povo Canela Ramkokamekrá.
This research addresses the crossing of ethnoknowledge in the curriculum of the Indigenous school of the Canela Ramkokamekrá people of Escalvado village, located in the municipality of Fernando Falcão-MA. This is an investigation with a qualitative approach, of an applied, documentary and field nature, with in loco observation and semi-structured interviews being the main instruments for data production. This study investigated ethnoknowledge in the formal curriculum and its contributions to differentiated, intercultural and bilingual teaching at the Canela Ramkokamekrá people's school and, in detail, related traditional knowledge and the learning processes that, in the perception of the research interlocutors, should be included in the curriculum of the Indigenous school in their community. The theoretical contributions of the research approach the critical perspective of the curriculum and include authors such as Bourdieu and Passeron (2010), Althusser (2008), Michael Apple (2006), and Paulo Freire (2005). Regarding to indigenous specificity and interculturality in the curriculum, some voices pointed out the paths taken, among them Grupioni (2006), Munduruku (2021), Baniwa (2006), Silva (2017a), Urquiza (2017), Soares and Canela (2018). The research findings were obtained through Bardin's Content Analysis (2016) and allowed us to infer that the curriculum of the indigenous school locus of research goes beyond content to be taught and is not limited to curricular documents made official by the dominant culture. This curriculum reflects different conceptions of the world, adds history, the relationship with the elders, with nature and translates the entire indigenous experience that, although not taught in the physical space of the school, are taught in the community and experienced by the students in their everyday in the village. The conversations with the interlocutors and the experiences lived during the field research also revealed that the Indigenous school is part of the community and pointed to the repertoire of ethnoknowledge for the composition of a formal curriculum document, which includes art, customs and the cycle of formation rituals of the Canela Ramkokamekrá people.
This research addresses the crossing of ethnoknowledge in the curriculum of the Indigenous school of the Canela Ramkokamekrá people of Escalvado village, located in the municipality of Fernando Falcão-MA. This is an investigation with a qualitative approach, of an applied, documentary and field nature, with in loco observation and semi-structured interviews being the main instruments for data production. This study investigated ethnoknowledge in the formal curriculum and its contributions to differentiated, intercultural and bilingual teaching at the Canela Ramkokamekrá people's school and, in detail, related traditional knowledge and the learning processes that, in the perception of the research interlocutors, should be included in the curriculum of the Indigenous school in their community. The theoretical contributions of the research approach the critical perspective of the curriculum and include authors such as Bourdieu and Passeron (2010), Althusser (2008), Michael Apple (2006), and Paulo Freire (2005). Regarding to indigenous specificity and interculturality in the curriculum, some voices pointed out the paths taken, among them Grupioni (2006), Munduruku (2021), Baniwa (2006), Silva (2017a), Urquiza (2017), Soares and Canela (2018). The research findings were obtained through Bardin's Content Analysis (2016) and allowed us to infer that the curriculum of the indigenous school locus of research goes beyond content to be taught and is not limited to curricular documents made official by the dominant culture. This curriculum reflects different conceptions of the world, adds history, the relationship with the elders, with nature and translates the entire indigenous experience that, although not taught in the physical space of the school, are taught in the community and experienced by the students in their everyday in the village. The conversations with the interlocutors and the experiences lived during the field research also revealed that the Indigenous school is part of the community and pointed to the repertoire of ethnoknowledge for the composition of a formal curriculum document, which includes art, customs and the cycle of formation rituals of the Canela Ramkokamekrá people.
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Palavras-chave
Etnoconhecimento; Interculturalidade; Currículo diferenciado; Canela Ramkokamekrá; Ethnoknowledge; Interculturality; Differentiated curriculum
Citação
LOBO, Marinete Moura Da Silva. Travessias interculturais no currículo: percursos do etnoconhecimento no ensino diferenciado para o povo Canela Ramkokamekrá. 2022. Tese (Doutorado) – Curso de Ensino, Universidade do Vale do Taquari - Univates, Lajeado, 30 ago. 2022. Disponível em: http://hdl.handle.net/10737/3436.