Povos originários venezuelanos de etnia Warao na educação de jovens e adultos: um estudo de caso nas escolas municipais de Belo Horizonte em 2022

• Ano de defesa: 2023
• Autor(a) principal: Carolina Santos Gessner de Castro
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Minas Gerais; Brasil; FAE - FACULDADE DE EDUCAÇÃO; Programa de Pós-Graduação em Educação e Docência; UFMG
• Palavras-chave em Português: Abordagens interculturais na EJA; Migração Warao no Brasil
• Link de acesso: http://hdl.handle.net/1843/58492

This dissertation has as its object of research the demands brought by native Venezuelan peoples of the Warao ethnic group, expressed by their leaders, as well as the challenges posed by those responsible for receiving. The main objective is to analyze the insertion of native Venezuelan peoples of the Warao ethnic group in the Education of Youth and Adults Program, in schools of the Municipal Education Network of Belo Horizonte, in the year 2022. In this way, this research seeks to achieve other objectives, such as: understanding migratory flows in globalization and the possibilities of welcoming migrants and refugees from EJA; describe the Warao migratory flow and its arrival in public schools in Belo Horizonte, highlighting the challenges posed by cultural difference; understand to what extent the presence of the Warao indigenous people contributes to the construction of an intercultural education; and build an educational resource for the training of EJA teachers, focusing both on cultural appreciation and respect for the identity of the said ethnic group, as well as opportunities for exchange between different peoples. There are two indigenous groups that took refuge in Belo Horizonte, being housed in shelters in Vila Pinho, in the Barreiro Region, and in the Santa Amélia neighborhood, in Pampulha Regional, territories in which this research took place. The authors Santos (1997), Santos (2001) and Bauman (1999) were references in the analysis of the modern phenomenon of globalization and its consequences for current migration flows. The methodological procedures were based on a questionnaire, participant observation and a semi-structured interview. Among the results of this research, it should be noted that the in-depth knowledge of indigenous groups and school insertion allowed the construction of a pedagogical notebook as an educational resource for the training of EJA teachers, focusing both on cultural appreciation and respect for identity, as well as on opportunities for exchange between different peoples; through the research it was possible to identify xenophobia in both territories; collecting quantitative data was a challenge, as many households migrated during the investigation.