O olhar do intérprete de língua indígena sobre a educação escolar ofertada a estudantes indígenas em escolas de cidades do estado de Goiás

• Ano de defesa: 2024
• Autor(a) principal: Souza, Valéria Cavalcante da Silva
• Orientador(a): Pechincha, Monica Thereza Soares
• Banca de defesa: Pechincha, Monica Thereza Soares, Borges, Mônica Veloso, Mainardi, Camila
• 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 (RMG)
• País: Brasil
• Palavras-chave em Português: Intérpretes de línguas indígenas; Indígenas em contextos urbanos; Interculturalidade em escolas de educação básica
• Palavras-chave em Inglês: Interpreters of indigenous languages; Indigenous people in urban contexts; Interculturality in basic education schools
• Área do conhecimento CNPq: CIENCIAS HUMANAS::ANTROPOLOGIA
• Link de acesso: http://repositorio.bc.ufg.br/tede/handle/tede/13369

This dissertation analyzes the contingencies of the inclusion of indigenous students outside their indigenous lands in an urban context within schools in the State Education Network and the challenges of implementing, since 2015, a proposal from the Goiás State Department of Education (SEDUC-GO) with the hiring of interpreters of indigenous languages to support these students. It presents results of documentary research on the proposal, the correlation with legislation for indigenous school education and research in schools in the State Education Network of the State of Goiás, specifically in the municipalities of Goiânia and Aragarças, which received indigenous students, enrolled among the years from 2015 to 2022, who are outside their indigenous lands due to several factors. It focuses on the views of these indigenous language interpreter teachers regarding their experience as interpreters, with school education and in cities. The approach is both qualitative and quantitative, employing semi-structured interviews, observation and field diaries as methods and techniques. Considering that SEDUC's proposal for interpreters of indigenous languages aims to promote the inclusion and reception of indigenous students who are “in a situation of itinerantity”, from an intercultural perspective, this dissertation reflects on the relationships established between indigenous and non-indigenous people and the actions involving pedagogical practices in the school environment.