Lei no 11.645/08 e as práticas corporais indígenas nas aulas de educação física na rede municipal de Caucaia (CE)

• Ano de defesa: 2024
• Autor(a) principal: Santos, Carlos Átila Lima dos
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Palavras-chave em Português: Práticas corporais indígenas; Educação Física Escolar; Caucaia; Lei no 11.645; Indigenous body practices; School Physical Education; Law N. 11.645; CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://repositorio.ufc.br/handle/riufc/80122

Indigenous and black populations in Brazil have not accessed the same spaces, rights and resources made available by public policies to white people. Despite the abolitionist process, the marks of institutionalized and structured prejudice infuse the country, using scientific and religious means to justify the structures of inequality among original peoples for centuries. Soon, with the efforts of indigenous societies and the black movement, affirmative action policies began to emerge. One of these anti-racist policies occurred through the promulgation of Laws 10,639 and 11,645, which amend the LDB. This is a current challenge for School Physical Education: designing a project that deals with citizenship training in an educational way that promotes cultural representations, assuming curricular diversity and critical interculturalism. This research presents the problem of identifying how Law No. 11,645 has enabled the inclusion of indigenous bodily practices within the field of School Physical Education in the municipality of Caucaia. The main objective is to verify the implementation of indigenous body practices in the Physical Education classes of teachers in Caucaia. In methodological terms, a qualitative, exploratory and descriptive approach of a critical nature was used. The research is located in the municipality of Caucaia and had Physical Education teachers from the school network as collaborators. A questionnaire was sent to teachers who chose to participate in the study and who were aligned with the researcher's inclusion criteria, totaling thirteen in total. A dialectical analysis was used, mapping the points that converged in the teachers' explanations to the questions asked. Thus, the answers were organized into three categories, namely a) Indigenous culture at school based on the experiences of teachers, b) Indigenous knowledge in schools in Caucaia: possibilities in School Physical Education and c) Questions to think about : invisibility of indigenous knowledge. We conclude by ratifying the need to promote concrete actions in the municipality of Caucaia to better implement Law no. 11,645/08 in Physical Education classes through continued training based on interculturality, overcoming the colonial reproduction of materials made available to teachers and advancement in the understanding of critical interculturality and the fight together with local communities in the search for maintaining and achieving rights.