Representações sobre povos indígenas: uma análise das concepções de estudantes e professores do ensino médio de uma escola da rede estadual de ensino de Imperatriz

Detalhes bibliográficos
Ano de defesa: 2022
Autor(a) principal: OLIVEIRA, Lucas Lucena lattes
Orientador(a): SILVA, Ilma Maria de Oliveira lattes
Banca de defesa: SILVA, Ilma Maria de Oliveira lattes, ZAPAROLI, Witembergue Gomes lattes, CÂNCIO, Raimundo Nonato de Pádua lattes, DIAS , Aparecida de Lara Lopes lattes, CARVALHO, Herli de Sousa lattes
Tipo de documento: Dissertação
Tipo de acesso: Acesso aberto
Idioma: por
Instituição de defesa: Universidade Federal do Maranhão
Programa de Pós-Graduação: PROGRAMA DE PÓS-GRADUAÇÃO EM FORMAÇÃO DOCENTE EM PRÁTICAS EDUCATIVAS - PPGFOPRED
Departamento: DEPARTAMENTO DE EDUCAÇÃO II/CCSO
País: Brasil
Palavras-chave em Português:
representações;
culturas indígenas;
decolonialidade;
interculturalidade;
Palavras-chave em Inglês:
representations;
Indigenous cultures;
decoloniality;
Iterculturality.
Área do conhecimento CNPq:
Educação
Link de acesso: https://tedebc.ufma.br/jspui/handle/tede/4566
Resumo: The present work brings as its object of study the representations of indigenous peoples from the analysis of the conceptions of students and teachers of a high school in the state network of Imperatriz. We also aim to identify how the urban school represents indigenous peoples in their pedagogical practices with the didactic resources available and to investigate the conception that the participants build in relation to indigenous peoples as historical and cultural subjects. In this perspective, we base our objectives on the qualitative approach, as it provides an opportunity to understand the meanings attributed by the participants in specific contexts. Thus, five teachers and twelve students participated in the research. As a result, we obtained the perception that, despite the progress represented by the approval of Law 11.645/08, the wrong representations still remain and that there is a demand for continuing education for teachers in the public network. The analyzes confirmed the structural role of the school environment in the degrading ideological formation in relation to indigenous peoples. We identified, seeking to meet the specific objectives sought, that the school does not have sufficient teaching resources, especially with regard to textbooks, which still reproduce the observations made by the colonizers, as pointed out by the teachers.

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