Interculturalidade no currículo da disciplina de Ciências na escola indígena Tatakti Kyikatêjê: possibilidades de realização de um projeto societário
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Data
2019-04-12
Autores
Silva, Messias Furtado da
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Universidade Estadual Paulista (Unesp)
Resumo
Esta tese de doutorado é resultado de pesquisa do tipo qualitativo realizada na Terra Indígena Mãe Maria, Aldeia Gavião Kỳikatêjê, com o objetivo de identificar as características do conhecimento tradicional do povo indígena Gavião Kỳikatêjê e os significados que atribuem à educação escolar indígena, com foco na possibilidade de construir coletivamente uma perspectiva intercultural para a disciplina de ciências no currículo da Escola Indígena Tatakti Kỳikatêjê. A pesquisa volveu o olhar para os saberes tradicionais do povo indígena Gavião Kỳikatêjê; para o projeto societário da aldeia Kỳikatêjê; para a situação da disciplina de ciências na Escola Tatakti Kỳikatêjê; para a visão dos professores sobre a disciplina de ciências e o que consideram importante ensinar na disciplina de ciências em uma escola indígena. Identificamos que os sábios da aldeia têm profundo conhecimento sobre a floresta e se valem desse conhecimento para prover alimentos, cuidar da saúde e desenvolver manifestações culturais. Identificamos também que as lideranças querem uma aldeia com autonomia para decidir e construir seu futuro, no qual a escola e a disciplina de ciências têm papel de construir as pontes entre os saberes tradicionais do povo Gavião Kỳikatêjê e os saberes científicos do não indígena, mesmo que no momento a disciplina de ciências não atenda o desejado no projeto societário da aldeia. O estudo se caracteriza como estudo de caso do tipo etnográfico. A constituição dos dados obedeceu a múltiplos procedimentos, tais como observação participante e entrevistas, nos quais os interlocutores participaram ativamente na pesquisa. Os dados foram analisados sob a perspectiva proposta por Bogdan e Biklen (1994). Optamos por analisar após completada a constituição dos dados e por um processo de análise mais fluido, no qual as inferências foram desenvolvidas à medida que os dados iam sendo agrupados. A pesquisa mostrou que no universo cultural Gavião Kỳikatêjê existe rico conhecimento sobre a natureza que pode conviver com os saberes da ciência clássica no currículo da disciplina de ciências e que o ambiente da Aldeia Gavião Kỳikatêjê e da Escola Tatakti Kỳikatêjê é favorável para construir uma perspectiva curricular intercultural para a disciplina de ciências
This doctor degree thesis is result of qualitative research realized in the Mãe Maria Indigenous Land, Gavião Kỳikatêjê Village, with the objective of identify the characteristics of traditional knowledge of the Gavião Kỳikatêjê indigenous people and the meanings attributed to indigenous school education, focusing on the possibility of building collectively an intercultural perspective for the discipline of science in the curriculum of the Tatakti Kỳikatêjê Indigenous School. The research turned the look to the traditional knowledge of the Gavião Kỳikatêjê Indigenous people; to the societal project of the Kýikatêjê Village; to the situation of the science discipline at Tatakti Kỳikatêjê School; to the teachers’ vision about the situation of the discipline and what is considered important to teach in the science discipline in an indigenous school. We have identified that the sages of the village have profound knowledge about the forest and use this knowledge to provide food, health care and develop their cultural manifestations. We also identified that the leaderships want a village with autonomy to decide and build their future, in which the school and the discipline of science have the role to build bridges between the traditional knowledge of the Gavião Kỳikatêjê people and the scientific knowledge of the non-indigenous, even though at the moment the discipline of science does not meet the intended in the societal project of the village. The study is characterized as a case study of the ethnographic type. The constitution of the data follows multiple procedures, such as participant observation and interviews, in which the interlocutors were active subjects in the research. The data were analyzed from the perspective proposed by Bogdan and Biklen (1994). We opted to analyze after completing the constitution of the data and by a more fluid analysis process, in which the inferences were being developed as the data were being grouped. The research showed that in the cultural universe Gavião Kỳikatêjê exist rich knowledge about nature that can coexist with the knowledge of classical science in the curriculum of discipline of science and that the environment of the Gavião Kỳikatêjê Village and the Tatakti Kýikatêjê School is propitious to construct a intercultural perspective for the discipline of science
This doctor degree thesis is result of qualitative research realized in the Mãe Maria Indigenous Land, Gavião Kỳikatêjê Village, with the objective of identify the characteristics of traditional knowledge of the Gavião Kỳikatêjê indigenous people and the meanings attributed to indigenous school education, focusing on the possibility of building collectively an intercultural perspective for the discipline of science in the curriculum of the Tatakti Kỳikatêjê Indigenous School. The research turned the look to the traditional knowledge of the Gavião Kỳikatêjê Indigenous people; to the societal project of the Kýikatêjê Village; to the situation of the science discipline at Tatakti Kỳikatêjê School; to the teachers’ vision about the situation of the discipline and what is considered important to teach in the science discipline in an indigenous school. We have identified that the sages of the village have profound knowledge about the forest and use this knowledge to provide food, health care and develop their cultural manifestations. We also identified that the leaderships want a village with autonomy to decide and build their future, in which the school and the discipline of science have the role to build bridges between the traditional knowledge of the Gavião Kỳikatêjê people and the scientific knowledge of the non-indigenous, even though at the moment the discipline of science does not meet the intended in the societal project of the village. The study is characterized as a case study of the ethnographic type. The constitution of the data follows multiple procedures, such as participant observation and interviews, in which the interlocutors were active subjects in the research. The data were analyzed from the perspective proposed by Bogdan and Biklen (1994). We opted to analyze after completing the constitution of the data and by a more fluid analysis process, in which the inferences were being developed as the data were being grouped. The research showed that in the cultural universe Gavião Kỳikatêjê exist rich knowledge about nature that can coexist with the knowledge of classical science in the curriculum of discipline of science and that the environment of the Gavião Kỳikatêjê Village and the Tatakti Kýikatêjê School is propitious to construct a intercultural perspective for the discipline of science
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Palavras-chave
Interculturalidade, Educação Escolar Indígena, Currículo, Ensino de Ciências, Interculturality, Indigenous School Education, Curriculum, Science teaching