As relações de interculturalidade entre conhecimento científico e conhecimento tradicional pataxó na Escola Estadual Indígena Kijetxawê Zabelê

• Ano de defesa: 2014
• Autor(a) principal: Silva, Paulo de Tássio Borges da
• Orientador(a): Araujo, Maria Inêz Oliveira
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Programa de Pós-Graduação: Pós-Graduação em Educação
• Palavras-chave em Português: Educação; Estudos interculturais; Educação indígena; Índios Pataxó; Antropologia educacional; Conhecimento científico; Conhecimento tradicional; Educação escolar indígena; Interculturalidade; Povo Pataxó
• Palavras-chave em Inglês: Education; Educational anthropology; Indians; Patasho indians; Scientific knowledge; Traditional knowledge; Indigenous School Education; Interculturalism; Pataxó people
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: https://ri.ufs.br/handle/riufs/4814

The research aims to understand how it is configured the intercultural relation between scientific knowledge and Pataxó traditional knowledge in Kijetxawê Zabelê Indigenous State School, having Scientific Knowledge, Traditional Knowledge and Interculturality as main categories of analysis. Pataxó People belongs to the Macro - Jê Linguistic Trunk, Maxakali family, located in Kaí - Pequi Indigenous Territory, located in Cumuruxatiba/Prado - Bahia. The research has the anthropology of education as a theoretical-methodological approach, following a qualitative line in an ethnographic perspective with a socio-phenomenological inspiration, by making use of documental analysis, participant observation and open interviews, using cultural interpretation for documentary analysis. As a result, on the school census of 2012, we observe an increase in the number of indigenous schools in Northeast, second larger area in concentration of indigenous schools in the country. However, that increase is not linked to qualitative conditions, oftentimes, taking advantage of the |intercultural| category to conceal problems and social inequalities. On the other hand, it is noticed a social control of the Indigenous School Education in the state of Bahia, with indigenous teachers participation in the intercultural degrees collegiate, what has shown a greater dialogue with the communities. In the intercultural relationship between scientific knowledge and Pataxó traditional knowledge, it is shown an approximation to the multiculturalist current, which is guided by intercultural bias. Thus, some attempts of intercultural practices were noticed inside school by teachers, bumping into curriculums established by the State Department of Education, poor infrastructure, lack of specific teaching materials, among others.