Educação escolar indígena : uma reflexão a partir da aplicação do método indutivo intercultural em Comunidades Indígenas de Roraima

• Ano de defesa: 2019
• Autor(a) principal: Santos, Mávera Teixeira dos
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Roraima; Brasil; PRPPG - Pró-reitoria de Pesquisa e Pós-Graduação; PPGSOF - Programa de Pós-Graduação em Sociedade e Fronteiras; UFRR
• Palavras-chave em Português: Escolas indígenas; Interculturalidade; Método indutivo intercultural; Propostas pedagógicas; Indigenous schools; Interculturality; Intercultural inductive method; Pedagogical proposals; CNPQ::CIENCIAS HUMANAS
• Link de acesso: http://repositorio.ufrr.br:8080/jspui/handle/prefix/435

As teacher Macuxi, I try to understand the process of schooling experienced by indigenous communities in Roraima. For that, we developed a reflection and analysis about the experiences of indigenous teachers in higher education, who work and carry out internships in indigenous communities. Thus, we seek to achieve the following objectives: a) to understand the process of schooling experienced in indigenous communities in Roraima and its impacts on community life; b) review the debates on intercultural education; c) analyze the works of students of the Intercultural Licentiate course who follow a theoretical and methodological line based on the Intercultural Inductive Method. The Intercultural Inductive Method seeks to problematize the debate of indigenous school education, exploring possibilities and challenges of constructing intercultural educational proposals based on the social activities experienced by the community. This process led me to seek to understand the concept of interculturality and the Intercultural Inductive Method. This study allowed us to review proposals and pedagogical practices, the possible scope in the Pedagogical Political Projects of the schools, especially in the debate about the relationship and contrast between indigenous knowledge and school knowledge, within the debate of the school curriculum and public policies for indigenous school education in Roraima.