A interculturalidade na educação: uma escola da etnia guarani e seus desafios na formação
Ano de defesa: | 2018 |
---|---|
Autor(a) principal: | |
Orientador(a): | |
Banca de defesa: | |
Tipo de documento: | Dissertação |
Tipo de acesso: | Acesso aberto |
Idioma: | por |
Instituição de defesa: |
Universidade Estadual do Centro-Oeste
|
Programa de Pós-Graduação: |
Programa de Pós-Graduação em Desenvolvimento Comunitário (Mestrado Interdisciplinar)
|
Departamento: |
Unicentro::Departamento de Saúde de Irati
|
País: |
Brasil
|
Palavras-chave em Português: | |
Palavras-chave em Inglês: | |
Área do conhecimento CNPq: | |
Link de acesso: | http://tede.unicentro.br:8080/jspui/handle/jspui/1125 |
Resumo: | Diversity is present in school education in all its stages: from basic to higher education. Working with diversity means enriching knowledge through living with different cultures. The object of study of this dissertation is the subjects that compose the Carlos Alberto Cabreira Machado Indigenous School, which belongs to the Rio das Cobras indigenous land, in the Rio da Lebre village, in Nova Laranjeiras/PR. Indigenous School Education is directly linked to issues of diversity, and for better understanding and working with the reality of these people, it is necessary to understand the work of Intercultural Philosophy, which prioritizes the exchange of knowledge promoted by different cultures. Like any educational institution, the school has its Political Pedagogical Project (PPP) focused on its reality, seeking to meet the specificities of the indigenous Guarani ethnic group, to develop a quality education with respect and appreciation of the students' culture. This research aims to analyze the performance of indigenous and non-indigenous teachers with the students, verifying the professionals' understanding about the reality of these people, also addressing the role of the community in the teaching and learning process, since everyone is part of the school. Using the exploratory methodology of qualitative nature, it is important to understand all the aspects that involve the reality of the school studied. Firstly, a bibliographical survey was made for theoretical understanding of Indigenous School Education, Intercultural Philosophy, and the history description of the community and school. To analyze the performance of teachers with their students, the instrument known as closed interview was used, which provides the possibility to identify the actions developed in the process of teaching/learning. We conclude that the lack of appreciation of the profession discourages teachers, noting, however, that there is not enough knowledge to work with the precepts of Intercultural Philosophy. Teachers need to know deeply the history and reality of these people, so it would be possible to exchange knowledge in the classroom. It is realized that the government doesn’t appreciate the students’ reality, because there is not a concern in developing strategies that value the culture of these people, and then, to collaborate in the teaching/learning process. We conclude with this dissertation the absence of an intercultural work and, at the same time, the difficulty in actually knowing the reality of the students that compose the researched teaching institution. |
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Xavier, César Reyhttp://lattes.cnpq.br/3089810988505514083.070.739-52http://lattes.cnpq.br/5215549780035512Borsoi, Carine Aparecida2019-06-12T17:46:01Z2018-12-12Borsoi, Carine Aparecida. A interculturalidade na educação: uma escola da etnia guarani e seus desafios na formação. 2018. 86 f. Dissertação (Programa de Pós-Graduação em Desenvolvimento Comunitário - Mestrado Interdisciplinar) - Universidade Estadual do Centro-Oeste, Irati-PR.http://tede.unicentro.br:8080/jspui/handle/jspui/1125Diversity is present in school education in all its stages: from basic to higher education. Working with diversity means enriching knowledge through living with different cultures. The object of study of this dissertation is the subjects that compose the Carlos Alberto Cabreira Machado Indigenous School, which belongs to the Rio das Cobras indigenous land, in the Rio da Lebre village, in Nova Laranjeiras/PR. Indigenous School Education is directly linked to issues of diversity, and for better understanding and working with the reality of these people, it is necessary to understand the work of Intercultural Philosophy, which prioritizes the exchange of knowledge promoted by different cultures. Like any educational institution, the school has its Political Pedagogical Project (PPP) focused on its reality, seeking to meet the specificities of the indigenous Guarani ethnic group, to develop a quality education with respect and appreciation of the students' culture. This research aims to analyze the performance of indigenous and non-indigenous teachers with the students, verifying the professionals' understanding about the reality of these people, also addressing the role of the community in the teaching and learning process, since everyone is part of the school. Using the exploratory methodology of qualitative nature, it is important to understand all the aspects that involve the reality of the school studied. Firstly, a bibliographical survey was made for theoretical understanding of Indigenous School Education, Intercultural Philosophy, and the history description of the community and school. To analyze the performance of teachers with their students, the instrument known as closed interview was used, which provides the possibility to identify the actions developed in the process of teaching/learning. We conclude that the lack of appreciation of the profession discourages teachers, noting, however, that there is not enough knowledge to work with the precepts of Intercultural Philosophy. Teachers need to know deeply the history and reality of these people, so it would be possible to exchange knowledge in the classroom. It is realized that the government doesn’t appreciate the students’ reality, because there is not a concern in developing strategies that value the culture of these people, and then, to collaborate in the teaching/learning process. We conclude with this dissertation the absence of an intercultural work and, at the same time, the difficulty in actually knowing the reality of the students that compose the researched teaching institution.A diversidade está presente na educação escolar em todas as suas etapas: desde a educação básica até o ensino superior. Trabalhar com a diversidade significa enriquecer o conhecimento a partir do convívio com diferentes culturas. O objeto de estudo desta dissertação são os sujeitos que compõem o Colégio Indígena Carlos Alberto Cabreira Machado, pertencente à Terra indígena Rio das Cobras, localizado na aldeia Rio da Lebre em Nova Laranjeiras/PR. A Educação Escolar Indígena está diretamente ligada a questões da diversidade, e para melhor entender e trabalhar com a realidade desses povos, procura-se entender o trabalho da Filosofia Intercultural, que prioriza a troca de saberes promovido pelas diferentes culturas. Como qualquer instituição de ensino, o colégio tem seu Projeto Político Pedagógico (PPP) voltado para a sua realidade, buscando atender às especificidades da etnia indígena Guarani, para, então, desenvolver um ensino de qualidade com respeito e valorização da cultura dos alunos. O objetivo dessa pesquisa foi analisar a atuação dos professores não indígenas junto aos alunos, verificando a compreensão dos profissionais em relação à realidade desses povos, abordando, também, o papel da comunidade no processo de ensino e aprendizagem, uma vez que todos fazem parte da constituição de uma escola. Utilizando a metodologia exploratória de natureza qualitativa, procurou-se entender todos os aspectos que envolvem a realidade da educação escolar do colégio pesquisado. Primeiramente, fez-se um levantamento bibliográfico para entendimento teórico da Educação Escolar Indígena, Filosofia Intercultural, e descrição do histórico da comunidade e do colégio. Para analisar a atuação dos professores com seus alunos, usou-se o instrumento conhecido como entrevista fechada, que proporciona a possibilidade de identificar as ações desenvolvidas no processo de ensino/aprendizagem. A falta de valorização da profissão acaba desmotivando os professores, notando, portando, que não há conhecimento suficiente para realizar um trabalho com os preceitos da Filosofia Intercultural. Os professores precisam conhecer a fundo a história e a realidade desses povos para que, então, seja possível realizar troca de saberes em sala de aula. Percebemos, também, que a falta de valorização da realidade dos estudantes acontece pelos órgãos mantedores, pois não há, de fato, uma preocupação em desenvolver estratégias que valorizem a cultura desses povos, para, então, colaborar no processo de ensino/aprendizagem. Concluímos com essa dissertação a ausência de um trabalho intercultural e, ao mesmo tempo, a dificuldade em de fato conhecer a realidade dos alunos que compõem a instituição de ensino pesquisada. Palavras Chaves: Filosofia Intercultural. Diversidade. Educação.Submitted by Elaine Souza (efsouza@unicentro.br) on 2019-06-12T17:46:01Z No. of bitstreams: 1 Carine Borsoi - versão.final.dissertação.pdf: 1117980 bytes, checksum: 34cf8310cab8b21c15b123e30ebf0d58 (MD5)Made available in DSpace on 2019-06-12T17:46:01Z (GMT). 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dc.title.por.fl_str_mv |
A interculturalidade na educação: uma escola da etnia guarani e seus desafios na formação |
dc.title.alternative.eng.fl_str_mv |
Interculturality in education: a Guarani school and its challenges in education |
title |
A interculturalidade na educação: uma escola da etnia guarani e seus desafios na formação |
spellingShingle |
A interculturalidade na educação: uma escola da etnia guarani e seus desafios na formação Borsoi, Carine Aparecida Filosofia Intercultural Diversidade Educação Education Intercultural Philosophy Diversity CIENCIAS HUMANAS CIENCIAS SOCIAIS APLICADAS |
title_short |
A interculturalidade na educação: uma escola da etnia guarani e seus desafios na formação |
title_full |
A interculturalidade na educação: uma escola da etnia guarani e seus desafios na formação |
title_fullStr |
A interculturalidade na educação: uma escola da etnia guarani e seus desafios na formação |
title_full_unstemmed |
A interculturalidade na educação: uma escola da etnia guarani e seus desafios na formação |
title_sort |
A interculturalidade na educação: uma escola da etnia guarani e seus desafios na formação |
author |
Borsoi, Carine Aparecida |
author_facet |
Borsoi, Carine Aparecida |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Xavier, César Rey |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/3089810988505514 |
dc.contributor.authorID.fl_str_mv |
083.070.739-52 |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/5215549780035512 |
dc.contributor.author.fl_str_mv |
Borsoi, Carine Aparecida |
contributor_str_mv |
Xavier, César Rey |
dc.subject.por.fl_str_mv |
Filosofia Intercultural Diversidade Educação Education |
topic |
Filosofia Intercultural Diversidade Educação Education Intercultural Philosophy Diversity CIENCIAS HUMANAS CIENCIAS SOCIAIS APLICADAS |
dc.subject.eng.fl_str_mv |
Intercultural Philosophy Diversity |
dc.subject.cnpq.fl_str_mv |
CIENCIAS HUMANAS CIENCIAS SOCIAIS APLICADAS |
description |
Diversity is present in school education in all its stages: from basic to higher education. Working with diversity means enriching knowledge through living with different cultures. The object of study of this dissertation is the subjects that compose the Carlos Alberto Cabreira Machado Indigenous School, which belongs to the Rio das Cobras indigenous land, in the Rio da Lebre village, in Nova Laranjeiras/PR. Indigenous School Education is directly linked to issues of diversity, and for better understanding and working with the reality of these people, it is necessary to understand the work of Intercultural Philosophy, which prioritizes the exchange of knowledge promoted by different cultures. Like any educational institution, the school has its Political Pedagogical Project (PPP) focused on its reality, seeking to meet the specificities of the indigenous Guarani ethnic group, to develop a quality education with respect and appreciation of the students' culture. This research aims to analyze the performance of indigenous and non-indigenous teachers with the students, verifying the professionals' understanding about the reality of these people, also addressing the role of the community in the teaching and learning process, since everyone is part of the school. Using the exploratory methodology of qualitative nature, it is important to understand all the aspects that involve the reality of the school studied. Firstly, a bibliographical survey was made for theoretical understanding of Indigenous School Education, Intercultural Philosophy, and the history description of the community and school. To analyze the performance of teachers with their students, the instrument known as closed interview was used, which provides the possibility to identify the actions developed in the process of teaching/learning. We conclude that the lack of appreciation of the profession discourages teachers, noting, however, that there is not enough knowledge to work with the precepts of Intercultural Philosophy. Teachers need to know deeply the history and reality of these people, so it would be possible to exchange knowledge in the classroom. It is realized that the government doesn’t appreciate the students’ reality, because there is not a concern in developing strategies that value the culture of these people, and then, to collaborate in the teaching/learning process. We conclude with this dissertation the absence of an intercultural work and, at the same time, the difficulty in actually knowing the reality of the students that compose the researched teaching institution. |
publishDate |
2018 |
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2018-12-12 |
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2019-06-12T17:46:01Z |
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Borsoi, Carine Aparecida. A interculturalidade na educação: uma escola da etnia guarani e seus desafios na formação. 2018. 86 f. Dissertação (Programa de Pós-Graduação em Desenvolvimento Comunitário - Mestrado Interdisciplinar) - Universidade Estadual do Centro-Oeste, Irati-PR. |
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http://tede.unicentro.br:8080/jspui/handle/jspui/1125 |
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Borsoi, Carine Aparecida. A interculturalidade na educação: uma escola da etnia guarani e seus desafios na formação. 2018. 86 f. Dissertação (Programa de Pós-Graduação em Desenvolvimento Comunitário - Mestrado Interdisciplinar) - Universidade Estadual do Centro-Oeste, Irati-PR. |
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Brasil |
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Unicentro::Departamento de Saúde de Irati |
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Universidade Estadual do Centro-Oeste |
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repository.name.fl_str_mv |
Biblioteca Digital de Teses e Dissertações do UNICENTRO - Universidade Estadual do Centro-Oeste (UNICENTRO) |
repository.mail.fl_str_mv |
repositorio@unicentro.br||fabianoqueiroz@yahoo.com.br |
_version_ |
1798037678026915840 |