“Temos que ajuntar o conhecimento”: professores indígenas e interculturalidade

Detalhes bibliográficos
Ano de defesa: 2016
Autor(a) principal: Pereira, Dayane Renata Silva lattes
Orientador(a): Herbetta, Alexandre Ferraz lattes
Banca de defesa: Herbetta, Alexandre Ferraz, Silva, Maria do Socorro Pimentel da, Silva, Joana Aparecida Fernandes
Tipo de documento: Dissertação
Tipo de acesso: Acesso aberto
Idioma: por
Instituição de defesa: Universidade Federal de Goiás
Programa de Pós-Graduação: Programa de Pós-graduação em Antropologia Social (FCS)
Departamento: Faculdade de Ciências Sociais - FCS (RG)
País: Brasil
Palavras-chave em Português:
Palavras-chave em Inglês:
Área do conhecimento CNPq:
Link de acesso: http://repositorio.bc.ufg.br/tede/handle/tede/5780
Resumo: Indigenous graduation in Brazil has provided training to many indigenous teachers in recent years. The Federal University of Goiás have the Takinahaky Nucleus for Training of Indigenous Teachers who since 2007 is working with the people of the Araguaia-Tocantins region and develops on the principles of interculturality and transdisciplinarity. These principles are scored in the publications of laws and the provision of public policies that value the socio-cultural practices and the native language of each indigenous community. Thus, this work analyzes the concept of intercultural education from the point of view of indigenous teachers and what are the ways that are being built for your practice. This is an anthropological study of Indigenous Graduation through the perspectives of indigenous teachers and their relations with the university, the school and the community. This ethnography is constituted in open interviews and observations within the Indigenous Graduation of the Federal University of Goiás, where the field work is concentrated in the indigenous teachers who are here understood as key actors for the development of indigenous schools and the main articulator of school, community, government and society.