Xíxìhra Ikólóéhj : a criança na perspectiva da formação de professores indígenas Gavião

• Ano de defesa: 2014
• Autor(a) principal: Rodrigues, Laudinéa de Souza
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Mato Grosso; Brasil; Instituto de Ciências Humanas e Sociais (ICHS) – Rondonópolis; UFMT CUR - Rondonopólis; Programa de Pós-Graduação em Educação - Rondonópolis
• Palavras-chave em Português: Formação de professores indígenas; Educação escolar indígena; Criança; Infância; Povo Gavião Ikólóéhj; CNPQ::CIENCIAS HUMANAS::EDUCACAO; Training for indigenous teachers; Indigenous school education; Child; Childhood; Hawk Ikólóéhj people
• Link de acesso: http://ri.ufmt.br/handle/1/411

In this research in Teacher Training and Educational Public Policy, linked to the Federal University of Mato Grosso Post Graduation Program in Education ( PPGEDU / CUR / UFMT ), Campus of Rondonópolis, it‟s discussed the child and childhood from the perspective of indigenous education for teachers at the Intercultural Basic Education , offered by the Federal University Foundation of Rondônia (UNIR – from the Portuguese acronym ), and from indigenous mastership Açaí Project II , offered by the Estate Secretary of Education of Rondônia. Proposal was to analyze whether or not the teacher training courses for teaching - indigenous mastership Açaí Project II and Intercultural Basic Education - brought in their curricular proposal discussions related to children and indigenous childhood. And also check which theoretical studies were used as support to the conception of children and childhood presented in the curricular proposal for teacher training courses in which teachers participated; make sure whether or not, in drafting its proposed curriculum, courses took in consideration ethnical diversity regarding the cultural characteristics of the aimed people. Another research purpose was to understand the perspective of indigenous teachers with respect to children and indigenous children. This work assumes the ownership of investigative possibilities of qualitative ethnographic research is endorsing mainly in Bogdan and Biklen (1994). Its locus is Igarapé Lourdes Village, located in the indigenous land, which has the same name, located in the city of Ji-Paraná, eastern of the state of Rondônia. Data were collected from field observations, semi structured interviews with teachers from indigenous school, and analysis of curricular proposal of courses. Analysis categories were: production and body care of indigenous children, indigenous children and the supernatural; their relationships with others: learning possibilities; play and work: girls‟ and boys‟ activities in the everyday village; the village school: indigenous child becomes a student. Analyses related to children and childhood were supported on Children Anthropology, and learned from Tassinari (2001, 2007, 2009), Cohn (2000, 2002, 2009), among others, and also in the sociology of childhood, with researchers like Sarmento (2005, 2008) Brougère (2010), Corsaro (2011) and others. Results indicated that, even if with no explicit childhood conception, teachers demonstrated clear awareness of what being a child among Ikólóéhj means. On the other side, courses curricular proposals have hold weakness in relation to discussions on children and indigenous children, since just a few subjects hold topics addressing such issue. To discuss the indigenous teacher training, work relied on Grupioni (2008), Maher (2006), Silva (2012), and other authors. Therefore, we intend to contribute to indigenous teachers in further reflection on childhood and its subject. Regarding teacher education courses, this work provides for the educational institutions in the development process of their curricular proposals to consider the child and indigenous children into their uniqueness and complexity.