Formação para a educação intercultural indígena na rede municipal de ensino de Foz do Iguaçu

• Ano de defesa: 2021
• Autor(a) principal: Nascimento, Nayara do
• Orientador(a): André, Tamara Cardoso
• Banca de defesa: Volpato, Elaine Cristina Francisco , Nihei, Oscar Kenji , Brighenti, Clovis Antonio
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Estadual do Oeste do Paraná; Foz do Iguaçu
• Programa de Pós-Graduação: Programa de Pós-Graduação em Sociedade, Cultura e Fronteiras
• Departamento: Centro de Educação Letras e Saúde
• País: Brasil
• Palavras-chave em Português: Políticas educacionais; Educação escolar; Interculturalidade; Povos indígenas
• Palavras-chave em Inglês: Educational policies; Schooling; Interculturality; Indian people
• Área do conhecimento CNPq: EDUCACAO::ENSINO-APRENDIZAGEM
• Link de acesso: https://tede.unioeste.br/handle/tede/5860

Brazilian educational policies, as verified throughout this work, ensure intercultural education and the use of the mother tongue for indigenous communities in schools. This dissertation aims to research the need for continuing education for indigenous intercultural education in municipal elementary schools in Foz do Iguaçu. This teaching network guides its Curricular Pedagogical Proposal (PPC) in the document of the Association of Municipalities of Western Paraná (AMOP). The problem presented meets the following specific objectives: to verify whether teachers perceive the presenceof indigenous people in municipal schools; to analyze whether the curriculum used in the municipal school system includes indigenous intercultural education;to describe the continuing education aimed at indigenous intercultural educationin Foz do Iguaçu. The methodological basis is a qualitative-quantitative research, with document analysis and a questionnaire. Its focus is on studies of educational policies, school education, interculturality and indigenous peoples. It was possible to observe that in Foz do Iguaçu, despite the peculiar conditionof linguistic diversity in the region, there are no public policies aimed at teacher training that cover the understanding of intercultural and indigenous education, as well as linguistic plurality. The questionnaires carried out for the present investigation indicate that teachers from municipal schools in Foz do Iguaçu have already noticed the presence of indigenous students enrolled in the municipal education network. The conclusion points to the need for continuing education for teachers of the municipal education network and carrying out a linguistic mapping of schools in the municipality of Foz do Iguaçu, which was not carried out in this work. To ensure that indigenous peoples use their own language, it is necessary to recognize it at school.