Desafios docentes no IFMA à garantia de educação intercultural aos estudantes indígenas do campus barra do Corda-MA

• Ano de defesa: 2024
• Autor(a) principal: VELOSO, Gabriela de Carvalho
• Orientador(a): CÂNCIO, Raimundo Nonato de Pádua
• Banca de defesa: CÂNCIO, Raimundo Nonato de Pádua , SANTOS, Zair Henrique , ZAPAROLI, Witembergue Gomes , ZAPAROLLI, Witembergue Gomes
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal do Maranhão
• Programa de Pós-Graduação: PROGRAMA DE PÓS-GRADUAÇÃO EM FORMAÇÃO DOCENTE EM PRÁTICAS EDUCATIVAS - PPGFOPRED
• Departamento: DEPARTAMENTO DE EDUCAÇÃO II/CCSO
• País: Brasil
• Palavras-chave em Português: Educação Intercultural; Instituto Federal de Educação, Ciência e Tecnologia; estudantes indígenas; IFMA;
• Palavras-chave em Inglês: Intercultural Education; Federal Institute of Education, Science and Technology; Indigenous students; IFMA.
• Área do conhecimento CNPq: Educação
• Link de acesso: https://tedebc.ufma.br/jspui/handle/tede/6133

The objective of the study is to analyze the challenges faced by teachers at the Federal Institute of Education, Science and Technology of Maranhão (IFMA) to ensure an intercultural education to indigenous students of the Barra do Corda Campus. To this end, some steps were followed: we characterized the teacher profile and indigenous students enrolled in the IFMA courses, the Barra do Corda Campus; we evaluated the Institutional Development Plan (PDI) and the Curricular Proposal of the IFMA Course Plans, from the perspective of intercultural education to indigenous students of the institution; we identified the main challenges of teachers to ensure intercultural education to indigenous students of the Barra do Corda Campus; and we prepared a didactic-pedagogical manual for IFMA teachers with guidelines on respect for differences and education in the indigenous intercultural perspective. From a theoretical point of view, we dialogue with authors who discuss decolonial thought, with emphasis on the coloniality of Knowledge, such as Mignolo (2002), Maldonaldo-Torres (2007), Quijano (2009) and Lander (2005); critical interculturality, based on Tubino (2016), Fleuri (2003), Walsh (2009) and Candau (2000); and authors who discuss Indigenous students in Federal Institutes, such as Oliveira (2020), Lopes (2015), Almeida (2019) and Luciano (2006). From a methodological point of view, this study follows the guidelines of the qualitative approach and was developed in two phases: bibliographic review and field research. The latter corresponds to the documentary analysis and the semi-structured interview conducted with ten teachers and eight indigenous students from the Barra do Corda Campus of IFMA. The data were organized into categories and the analysis followed the referrals of the triangulation method. And they revealed a complex and multifactorial scenario that affects the permanence and success of indigenous students in the educational context. The lack of teaching materials specialized in the indigenous reality, the difficulty in promoting the integration between traditional indigenous knowledge and the formal curriculum, among others, contribute to the fact that a more effective education is not developed in the intercultural perspective for indigenous students.