Educa??o ind?gena: constru??es dial?gicas entre os saberes tradicionais e conhecimentos cient?ficos no Campus Avan?ado do Oiapoque

• Ano de defesa: 2019
• Autor(a) principal: Silva, M?rio Rodrigues da
• Orientador(a): Nascimento, Eulina Coutinho Silva do
• Banca de defesa: Nascimento, Eulina Coutinho Silva do , Mattos, Jos? Roberto Linhares de , Damasceno, Jo?o Batista
• 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 ind?gena; Educa??o escolar ind?gena; Campus Avan?ado Oiapoque
• Palavras-chave em Inglês: Indigenous education; Indigenous school education; Advanced Campus Oiapoque
• Área do conhecimento CNPq: Educa??o
• Link de acesso: https://tede.ufrrj.br/jspui/handle/jspui/5788

The present research has as object of study the contextualization of the traditional knowledge in the construction of a dialogical process between the pedagogy of indigenous school education and the scientific knowledge developed in the Advanced Campus of Oiapoque. The research was conducted at the Jorge Iaparr? State Indigenous School located in the Manga Village of the Karipuna ethnic group. With an approximate population of 500 inhabitants, the village is located in the indigenous land of Ua??, in the municipality of Oiapoque, far from the county seat 18 kilometers away. This study was desendivido through a research of qualitative nature, of a descriptive-phenomenological character in which the information obtained through the bibliographical research, documentary, photographic record, the observation and the direct interview through the methodology were used as instruments of data collection. of oral history. In the construction of the theoretical reference on indigenous and non-indigenous school education, both the legal regulatory framework and the authors studied, point to unilaterality, characterizing its specificities where the objectives, principles and foundations are different, and there is no mechanism of dialogic approximation between indigenous pedagogical processes and traditional education. In this context, the study sought to understand how the process of construction of indigenous school education takes place, in which knowledge and actions are the basis of school planning. To answer this question the active subjects of this process were studied: the shaman, the cacique, indigenous teachers, sages, parents and indigenous students. The method of oral history was the most appropriate to obtain the data, due to the flexibility of the way of presenting the content and the interpretive personality of the information of each subject searched. In the collection and analysis of the data, considering the level of subjectivity presented by the dynamics of the method of oral history, the questions were aligned differently for each informant, obeying the time, the disposition, the capacity to construct the reasoning of each one. The data were analyzed, grouped and contextualized, and it was possible to identify the transforming process of the indigenous education arrangements being worked and applied in the pedagogical procedures of indigenous school education in the Jorge Iaparr? State Indigenous School