Povos originários: 11.645 rastros em busca de uma pedagogia contracolonial
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Data
2023-05-26
Autores
Silva, Osvaldo Pinheiro da [UNESP]
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Universidade Estadual Paulista (Unesp)
Resumo
A pesquisa apresenta um estudo e ações sobre práticas curriculares e metodológicas desenvolvidas no Ensino Fundamental da EMEF Prof.ª Célia Regina Andery Braga, em São Paulo (SP), como importante contribuição para entender e analisar como se efetivam os processos sobre cultura indígena no ensino formal, sob a ótica de docentes e discentes, ampliando as bases teóricas e metodológicas da arte-educação, por meio de uma ação que visa reconstruir imaginários e garantir a aplicação da Lei 11.645/08, que estabelece a obrigatoriedade do ensino da história e cultura afro-brasileira e indígena, formulando o debate sobre direitos e acessos das políticas educacionais. A pesquisa se deu a partir das seguintes metodologias: entrevistas, pesquisa participante, pesquisa ação, análise de conteúdo e pesquisa de campo, dividindo-se em três momentos organizados em forma de Cadernos. O Primeiro Caderno diz respeito às experiências vividas e observadas no “Acampamento Luta Pela Vida” em Brasília (DF), resultante da convivência com lideranças e movimentos indígenas de diversas partes do Brasil, participação momentânea de suas realidades e ritos, e reorganização indígena na América Latina. O Segundo Caderno traz resultados de formação com docentes, a partir da Lei 11.645/08 e o compartilhamento do meu percurso na arte educação, na busca constante por uma educação contracolonial que reverberasse em mim e nos demais docentes do contexto escolar de trabalho cotidiano, como flechadas ao vento. Já o Terceiro e último caderno, explanamos o projeto intitulado: “O Teatro e Os Povos Originários”, como proposição de des-caravelização de nossas mentes. Assim, esta pesquisa teve como objetivo apresentar aspectos relevantes ligados à diversidade das culturas originárias, a partir do acervo de obras sobre literatura indígena que temos disponível na escola. Neste processo, realizamos investigações cênicas que puderam nos facilitar modos de perceber, sentir e articular significados, valorizando as diferentes relações entre pessoas numa sociedade. A ação teve como resultado a encenação do exercício intitulado “Antes do Brasil da Coroa, existe o Brasil do Cocar”, parafraseando importante fala da liderança Célia Xakriabá. Essa sistematização possibilitou com que as(os) participantes pudessem perceber que suas vivências estão enraizadas na cultura indígena, buscando assim uma “revisão” da construção cultural da imagem do “índio”, por meio dos usos e apropriações dessas culturas, desde os processos da colonização portuguesa à era contemporânea. Foi investigado não somente “no QUE as pessoas pensam sobre estes fundamentos, mas também COMO e PORQUE pensam assim”.
The research presents a study and actions on curricular and methodological practices developed in Elementary School at EMEF Prof.ª Célia Regina Andery Braga, in São Paulo (SP). The work presents itself as an important contribution to understanding and analyzing how processes about indigenous culture are carried out in formal education, from the perspective of teachers and students, expanding the theoretical and methodological bases of art education, through an action that aims to rebuild imaginary and guarantee the application of Law 11.645/08, which establishes the mandatory teaching of Afro-Brazilian and indigenous history and culture, formulating the debate on rights and access to educational policies. The research was based on the following methodologies: interviews, participant research, action research, content analysis and field research, divided into three moments organized in the form of Notebooks. The First Notebook concerns the experiences lived and observed at the “Acampamento Luta Pela Vida” in Brasília (DF), resulting from coexistence with indigenous leaders and movements from different parts of Brazil, momentary participation in their realities and rites, and indigenous reorganization in America Latin. The second notebbok brings results of training with teachers, from Law 11.645/08 and the sharing of my path in art education, in the constant search for a countercolonial education that would reverberate in me in the other teachers of the school context of daily work, like arrows To the wind. In the third and final section, we explain the project entitled: “The Theater and the Originating Peoples”, as a proposal to de-caravelize our minds. Thus, this research aimed to present relevant aspects related to the diversity of indigenous cultures, based on the collection of works on indigenous literature that we have available at school. In this process, we carried out scenic investigations that could facilitate ways of perceiving, feeling and articulating meanings, valuing the different relationships between people in a society. The action resulted in the staging of the exercise entitled “Before the Brazil of the Crown, there is the Brazil of the Cocar”, paraphrasing an important speech by Célia Xakriabá. This systematization allowed the participants to realize that their experiences are rooted in indigenous culture, thus seeking a "review" of the cultural construction of the image of the "Indian", through the uses and appropriations of these cultures, from the processes of Portuguese colonization to the contemporary era. It was investigated not only “WHAT people think about these fundamentals, but also HOW and WHY they think so”.
The research presents a study and actions on curricular and methodological practices developed in Elementary School at EMEF Prof.ª Célia Regina Andery Braga, in São Paulo (SP). The work presents itself as an important contribution to understanding and analyzing how processes about indigenous culture are carried out in formal education, from the perspective of teachers and students, expanding the theoretical and methodological bases of art education, through an action that aims to rebuild imaginary and guarantee the application of Law 11.645/08, which establishes the mandatory teaching of Afro-Brazilian and indigenous history and culture, formulating the debate on rights and access to educational policies. The research was based on the following methodologies: interviews, participant research, action research, content analysis and field research, divided into three moments organized in the form of Notebooks. The First Notebook concerns the experiences lived and observed at the “Acampamento Luta Pela Vida” in Brasília (DF), resulting from coexistence with indigenous leaders and movements from different parts of Brazil, momentary participation in their realities and rites, and indigenous reorganization in America Latin. The second notebbok brings results of training with teachers, from Law 11.645/08 and the sharing of my path in art education, in the constant search for a countercolonial education that would reverberate in me in the other teachers of the school context of daily work, like arrows To the wind. In the third and final section, we explain the project entitled: “The Theater and the Originating Peoples”, as a proposal to de-caravelize our minds. Thus, this research aimed to present relevant aspects related to the diversity of indigenous cultures, based on the collection of works on indigenous literature that we have available at school. In this process, we carried out scenic investigations that could facilitate ways of perceiving, feeling and articulating meanings, valuing the different relationships between people in a society. The action resulted in the staging of the exercise entitled “Before the Brazil of the Crown, there is the Brazil of the Cocar”, paraphrasing an important speech by Célia Xakriabá. This systematization allowed the participants to realize that their experiences are rooted in indigenous culture, thus seeking a "review" of the cultural construction of the image of the "Indian", through the uses and appropriations of these cultures, from the processes of Portuguese colonization to the contemporary era. It was investigated not only “WHAT people think about these fundamentals, but also HOW and WHY they think so”.
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Palavras-chave
Arte na educação, Indígenas, Educação e Estado