Circulando com os meninos: infância, participação e aprendizagens de meninos indígenasXakriabá

• Ano de defesa: 2011
• Autor(a) principal: Rogerio Correia da Silva
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Minas Gerais; UFMG
• Palavras-chave em Português: aprendizagem; criança indígena; participação; Educação indígena; Participação estudantil na educação; Sociologia educacional; Aprendizagem; Indios Xakriabá; Educação de crianças; Ambiente escolar; Educação História
• Link de acesso: http://hdl.handle.net/1843/BUOS-8M3FJJ

The present study´s objective is to investigate the sociability forms, the knowledge transmission and children learning at Xakriabá indigenous society. The work takes a closer look at the social interactions that boys above eight years old take part, more specifically, their ways of participation at the practice community of their social group. When dealing with childhood at indigenous groups, we recognize the specificity of their historical-cultural processes, a lot different from the ones experienced by the occidental society, what grants other possibilities to the social construction of childhood.Belonging to the Jê linguistic group, the Xakriabá inhabit the north part of Minas Gerais State, near Januária city, at São Francisco Valley, with approximately seven thousand people, constituting the biggest indigenous population of the state. Significant changes that happened in their territory over the past twenty years have contributed to their population growth, where more than half are children and youths. Our study searches elements to better describe and analyze various learning situations from the boys little men (10 to 14 years) circulation through the territory and their participation in their familiar group activities. We work with Lave & Wenger theory about ways of learning and co-participation of child in the process, defined by the expression communities of practice (LAVE & WENGER, 2003). The children would participate in an engaging way at the daily duties attributed to them according to their age and gender. With this we sought to establish another parameter to rediscuss the knowledge transmission process and the Culture concept itself.