O ensino de arte na Escola Indígena Bororo Korogedo Paru da Aldeia Córrego Grande - MT

• Ano de defesa: 2015
• Autor(a) principal: Prates, Elen Luci
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Mato Grosso; Brasil; Instituto de Educação (IE); UFMT CUC - Cuiabá; Programa de Pós-Graduação em Educação
• Palavras-chave em Português: Colonialidade; Ensino de arte; Educação escolar indígena; CNPQ::CIENCIAS HUMANAS::EDUCACAO; Coloniality; Teaching of arts; Indigenous schooling education
• Link de acesso: http://ri.ufmt.br/handle/1/4124

This work presents a reflection about teachers practices in the teaching of Arts in indigenous schooling education anchored in the parameters of scientific notions coloniality and interculturality. As such, Arts ́subject is taken as a reference for understanding about indigenous educational system curriculum and oficial normed standardization that guides the interelationships between indigenous people and national state education. In this context, it discusses about the learning of Arts in its universal dimension as well as the cultural and local Knowledges and savoirs since the researched school is located at Córrego Grande ́s village, from Bororo‘s indigenous people, in Teresa Cristina ́s indigenous grounds, in the municipality of Santo Antônio de Leverger in MatoGross‘s state. This research searched to understand the implications that come from pedagogical praxis on the curriculum fulfillment in that educational and institutional context, since the indigenous school is integrated at MatoGross‘s state public education. To develop the present study, it collected data in national and state official documents which address curriculum of basic education, especially in curriculum from Arts, as well asit collected data in bibliographic sources and academic works related to indigenous arts. The brief period of living in everyday life at the village, was essential to understand about the broad network of interrelationships that inspires the teaching of Arts at school. The analysed data points out to the necessity to decrease the distance between formal schooling curriculum and effective teacher praxis in order to build a viable and a specific curriculum of universal Arts. In addition the concerns and the propositions presented in this research, this academic work enabled a fruitful approach between the researcher – currently pedagogical guidance counselor at the researched school - and the educational community who accepted the challenge to discuss their school everyday practices.