Cenários das educações do povo Xokó: entre saberes e fazeres da e na resistência/reexistência

• Ano de defesa: 2021
• Autor(a) principal: Bomfim, Sandra de Morais Santos
• Orientador(a): Lopes, Edinéia Tavares
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Programa de Pós-Graduação: Pós-Graduação em Educação
• Palavras-chave em Português: Educação; Indígenas; Educação multicultural; Educação escolar indígena; Povo Xokó; Educação intercultural; Educação escolar Xokó
• Palavras-chave em Inglês: Indigenous school education; Xokó people; Intercultural education; Xokó school education
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: https://ri.ufs.br/jspui/handle/riufs/14952

The main goal of this research is to describe This research has as its general objective to describe how the school education of the Xokó people begins and consolidates itself, establishing a relationship with the trajectory of struggle, resistance and re-existence of this people. The methodological path comprehends the qualitative approach, developed through the Case Study, with a historical scope. In this methodological trajectory, documentary analyses and teleinterviews were performed with leaders, male and female teachers, principals and students involved in schooled educational actions in in different times. The analyses lead us to the following results: the schooling of the Xokó people began in Caiçara under teacher Enoi Bezerra de Lima's auspices in her residence; after the resumption of St. Peter's Island, school activities took place in the sacristy of the Catholic Church; the first building built for the purpose of running a school occurred in 1983 through the municipality of Porto da Folha; after many requests from the Xokó community, the state assumes the education of the Xokó people; and in 1996 the State Indigenous School named Dom José Brandão de Castro was created. Still in the track of the results, one notices that the Indigenous School Education offered by the Government of the State of Sergipe does not comply with the determinations of the Indigenous School Education legislation, does not offer continuous training for teachers, does not promote a public contest for teachers of the Xokó community and there is a lack of differentiated teaching material. As a matter of fact, we point out a misstep between the achievement in the consolidation of the ISE in the state of Sergipe as in the national scenario.