Educa??o Profissional em Regime de Altern?ncia na Comunidade Ind?gena do Guariba, no Estado de Roraima

• Ano de defesa: 2013
• Autor(a) principal: Barros, George Sterfson
• Orientador(a): Santos, Ramofly Bicalho dos
• Banca de defesa: Silva, Wanderley da, Sales, M?rcio
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal Rural do Rio de Janeiro
• Programa de Pós-Graduação: Programa de P?s-Gradua??o em Educa??o Agr?cola
• Departamento: Instituto de Agronomia
• País: Brasil
• Palavras-chave em Português: Educa??o Profissional; Educa??o Ind?gena; Pedagogia da Altern?ncia; Diversidade Cultural
• Palavras-chave em Inglês: professional education; indigenous education; pedagogy of alternation; cultural diversity
• Área do conhecimento CNPq: Educa??o
• Link de acesso: https://tede.ufrrj.br/jspui/handle/jspui/3563

This study aimed to analyze the feasibility of the methodology in alternation, for offer of technical course in agriculture at C?mpus Amajari/IFRR, at the Guariba indigenous community in the state of Roraima through dialogue with indigenous education, to ensure access to training while respecting local peculiarities. Therefore, this theme has ?s tendency the investigation of local demand for professional training with the permanence of the student in his cultural space. So to achieve this goal, we review the literature on the pedagogy of alternation, professional education and indigenous education. This study employed a qualitative approach, with bibliographical research, interviews and observat ions within the Community through ethnographic research and use as empirical instruments of data collection like: field diary, interview script and camera. Took participation of this study: 01 chief, 05 students, 06 teachers and 01 principal of the State Indigenous School ?Manoel Horacio?, and 05 teachers, 01 course coordinator, 01 director of education of C?mpus Amajari. In the course of our analysis we note that the guidelines of professional education proposed by the Department of Education and Technology - SETEC/MEC aim to include dialogues with the differences, but we realized the need for consolidation of pedagogical proposal of C?mpus Amajari/IFRR that recreate actions and strategies didactic and pedagogical reflections from local contexts/subject, resized the professional practice of indigenous teachers and the institution mentioned above.