Banca de DEFESA: JUSCINETE ROSA SOARES WIECZORKOWSKI

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
DISCENTE : JUSCINETE ROSA SOARES WIECZORKOWSKI
DATA : 19/11/2019
HORA: 17:00
LOCAL: auditório Unir Campus Rolim de Moura
TÍTULO:

Higher Education in Rondônia: An Analysis on Academic Productions of Indigenous Students

PALAVRAS-CHAVES:

Natural Sciences Teaching, Indigenous School Education, Indigenous Teacher Education, Intercultural Education.

PÁGINAS: 100
GRANDE ÁREA: Outra
ÁREA: Multidisciplinar
RESUMO:

This paper aimed to analyze what the Tcc´s presented in the Bachelor Degree Course in Intercultural Education revealed by indigenous students at the UNIR Campus of Ji-Paraná in 2015 and 2016. To this end, a qualitative approach methodology was adopted. having characteristics of an investigation that approaches the state of the art studies, considering that the present work has a methodological character of bibliographic nature. In the survey were located thirty-three Tcc´s, among which a preliminary analysis was performed to detect the main themes. Following were analyzed seven Tcc´s referring to Indigenous Peoples in Brazil, indigenous school, legislation, Mother Language, Literacy Process, three related Tcc's Indigenous education, culture, epistemologies, indigenous pedagogies, and seven Tcc's related to Mathematics and Ethnomathematics. For the construction of the theoretical basis of content analysis, we resorted to several authors who deal with indigenous issues, D'Ambrósio (1998), Viveiros de Castro (2015), among others. The methodological aspects were referenced in Fiorentini and Lorenzato (2006). Among the results obtained, it is noteworthy that the most investigated themes in the Tcc´s were conceptions / meanings / perceptions and specificities of teaching-learning, and traditional culture. Thus, the first chapter with the theme: “Ethnoscience: a brief survey of the academic production of indigenous students of the intercultural education course” presents the survey of the academic production of 33 Tcc's of indigenous students of the intercultural education course that determined the research sample. The second chapter “Indigenous School, Literacy and Languages” dealt with the current situation of Indigenous peoples in Brazil, and especially in the state of Rondônia, as well as the laws that regulate Education, and the establishment of schools in indigenous communities, the preservation of the mother tongue, and the difficulties faced by the indigenous with the Portuguese language when starting their educational formation, and the importance of literacy. For this purpose, seven Tcc´s were analyzed. The third chapter, entitled “Discovering Indigenous Teaching Practices or Reinventing Formal Education Practices”, presents the analysis of three CCTs related to indigenous culture and its teaching methods and concludes by presenting some possibilities of inverse exchange, that is, bring the practices of this "indigenous didactics" into the non-indigenous learning space. The fourth chapter: Indigenous Mathematics or as we call the knowledge of the “other,” we analyzed seven Tcc´s analyzed, focused on the questions and methods that should be used by teachers and students to conceive the process of teaching and learning Mathematics in indigenous schools. in different ethnicities, according to the indigenous authors themselves. The research questions and / or problems of the Tcc´s were basically linked to the teaching-learning process of mathematics, language, indigenous education and cultural issues. The others in a smaller number dealt with topics such as environment, food production, among others. The results and considerations of the analyzed Tcc´s initially point out that most indigenous students know the objectives of the indigenous higher education modality offered in the course in question, but have difficulties to understand and deal with the formal contents and relate them to them. the contents of indigenous education, which ends up reflecting on their way of teaching the contents required by the National Curriculum Parameters (PCN) for schools. The results of this research aim to contribute to the dissemination of research conducted by indigenous students and to provide reflections on the need to understand with greater dedication the specific needs of indigenous school education, respecting the differences of each ethnicity and highlighting through this research the need for a indigenous education that respects culture and traditional knowledge. Following the proposal of the anti-anthropology of Viveiros de Castro (2015), which discusses the need for a look from the other side of the mirror, distanced from the practices introduced to the present moment, which are thought from the outside, new proposals for indigenous school education that the indigenous teachers have as authors, and that this education begins in the heart of the village, with its traditional forms of knowledge transmission and that can help to remedy the various gaps currently presented in the formal educational system.

 

MEMBROS DA BANCA:
Presidente - 2279404 - KACHIA HEDENY TECHIO
Interno - 2283698 - ELAINE ALMEIDA DELARMELINDA HONORE
Interno - 1754342 - SERGIO CANDIDO DE GOUVEIA NETO
Externo à Instituição - CRISTIANE TALITA GROMANN DE GOUVEIA - UNESP
Externo à Instituição - ELISANGELA APARECIDA DA SILVA - UNIR