Formação inicial de professores indígenas na perspectiva freireana: interculturalidade na prática como componente curricular para a área de atuação ciências da natureza e matemática.
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2020-08-11
Autores
Sousa, Eliana Ruth Silva
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Universidade Estadual Paulista (Unesp)
Resumo
Esta tese insere-se na temática da formação de professores indígenas em nível superior, em cursos específicos para atuação na escola indígena, caracterizada como um grande avanço nas políticas públicas de educação escolar indígena. As pesquisas nessa área vêm crescendo desde que iniciaram as primeiras turmas dos primeiros cursos de graduação. Entendendo a necessidade de ampliação das discussões dessa temática, focamos nosso olhar sobre um momento da formação de professores indígenas em um curso de graduação específico para indígenas, a Prática como Componente Curricular no curso Licenciatura Intercultural Indígena da Universidade do Estado do Pará. Nesse contexto, propõe-se com problema de pesquisa: quais as potencialidades e limitações de um processo formativo intercultural na construção da autonomia de professores indígenas? E como objetivo: analisar um processo formativo pautado na dialogicidade e interculturalidade, desenvolvido durante a Prática como Componente Curricular – Povos Indígenas e Meio Ambiente (PCC II), no contexto da Licenciatura Intercultural Indígena, identificando suas contribuições para a construção da autonomia dos professores indígenas envolvidos. A pesquisa é do tipo qualitativa, na qual os dados foram constituídos a partir de pesquisa participativa, com observação participante e entrevistas junto aos discentes da área Ciências da Natureza e Matemática do referido curso. As análises foram delineadas pela Análise de Conteúdos (BARDIN, 1977; FRANCO, 2008). Das análises, inseridas na perspectiva freireana de autonomia, identificamos que a pesquisa, a conscientização e o diálogo intercultural tiveram forte presença nas ações desenvolvidas pelos discentes na PCC II, o que nos permite afirmar que a formação de professores indígenas dentro da perspectiva da dialogicidade tem o horizonte mais alargado para as possibilidade de efetivação da educação escolar indígena intercultural, diferenciada, comunitária, específica e (multi)bilíngue
This thesis is part of the theme of the training of indigenous teachers at a higher level, in specific courses to work in the indigenous school, characterized as a major advance in public policies on indigenous school education. Research in this area has been growing since the first classes of the first undergraduate courses began. Understanding the need to expand the discussions on this topic, we focus our attention on a moment of the formation of indigenous teachers in a specific undergraduate course for indigenous people, Practice as a Curricular Component in the Indigenous Intercultural Degree course at the State University of Pará. In this context, proposes with a research problem: what are the potentials and limitations of an intercultural training process in the construction of autonomy for indigenous teachers? And as an objective: to analyze a formative process based on dialogicity and interculturality, developed during the Practice as Curricular Component - Indigenous Peoples and Environment (PCC II), in the context of the Indigenous Intercultural Degree, identifying their contributions to the construction of autonomy of indigenous teachers involved. The research is of the qualitative type, in which the data were constituted from participative research, with participant observation and interviews with the students of the Natural Sciences and Mathematics area of that course. The analyzes were outlined by the Content Analysis (BARDIN, 1977; FRANCO, 2008). From the analyzes, inserted in the Freirian perspective of autonomy, we identified that research, awareness and intercultural dialogue had a strong presence in the actions developed by the students at PCC II, which allows us to affirm that the formation of indigenous teachers within the perspective of dialogicity has the broader horizon for the possibilities of carrying out intercultural, differentiated, community, specific and (multi) bilingual indigenous school education.
This thesis is part of the theme of the training of indigenous teachers at a higher level, in specific courses to work in the indigenous school, characterized as a major advance in public policies on indigenous school education. Research in this area has been growing since the first classes of the first undergraduate courses began. Understanding the need to expand the discussions on this topic, we focus our attention on a moment of the formation of indigenous teachers in a specific undergraduate course for indigenous people, Practice as a Curricular Component in the Indigenous Intercultural Degree course at the State University of Pará. In this context, proposes with a research problem: what are the potentials and limitations of an intercultural training process in the construction of autonomy for indigenous teachers? And as an objective: to analyze a formative process based on dialogicity and interculturality, developed during the Practice as Curricular Component - Indigenous Peoples and Environment (PCC II), in the context of the Indigenous Intercultural Degree, identifying their contributions to the construction of autonomy of indigenous teachers involved. The research is of the qualitative type, in which the data were constituted from participative research, with participant observation and interviews with the students of the Natural Sciences and Mathematics area of that course. The analyzes were outlined by the Content Analysis (BARDIN, 1977; FRANCO, 2008). From the analyzes, inserted in the Freirian perspective of autonomy, we identified that research, awareness and intercultural dialogue had a strong presence in the actions developed by the students at PCC II, which allows us to affirm that the formation of indigenous teachers within the perspective of dialogicity has the broader horizon for the possibilities of carrying out intercultural, differentiated, community, specific and (multi) bilingual indigenous school education.
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Interculturalidade, Educação escolar indígena, Formação de professores indígena, Autonomia, Dialogicidade, Interculturality, Indigenous school education, Indigenous teacher training, Autonomy, Dialogicity