| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 1.21 MB | Adobe PDF |
Authors
Advisor(s)
Abstract(s)
A presente dissertação teve o propósito de investigar a contribuição da
escolarização para a preservação da cultura indígena numa escola estadual
localizada na Aldeia Zutíwa, no município de Arame – Maranhão. Utilizamos
uma metodologia de natureza qualitativa, no formato de estudo de caso. Para
fins de recolha de dados, aplicamos questionários ao Gestor da escola e a oito
professores e entrevistamos dezasseis alunos. As entrevistas foram gravadas
em áudio e posteriormente transcritas e validadas pelos participantes. Os
dados foram complementados com notas de campo tomadas durante a
observação direta que realizamos durante um período de tempo que
correspondeu a seis meses. Durante este tempo tivemos a oportunidade de
estar presentes nas reuniões pedagógicas e circular livremente pela escola,
tendo, inclusivamente assistido a algumas aulas. Enquadramos o nosso estudo
com uma vasta revisão da literatura que consolida informações acerca da
história, da cultura e da legislação que concerne a educação escolar indígena.
A informção recolhida permitiu-nos compreender como a escola considera a
cultura indígena no currículo escolar e como os participantes percebem essa
inclusão. Os principais resultados que obtivemos revelam que a escola não
reflete a cultura da comunidade indígena em questão, considerando que os
arranjos escolares são inspirados e planejados à luz de um corpus que não
representa os artefatos culturais daquela comunidade.
This work aimed to investigate the school contribution to the preservation of indian culture in a public school in the village Zutwia in Arame County – Maranhao. We used a qualitative methodology, in the case study format. For data collection, we applied questionnaires to the principal and eight teachers and we interviewed sixteen students. The interviews were audio-recorded and later transcribed and validated by the participants. The data has complemented with field notes taken during observation for six months. During this time, we had the opportunity to be present in the pedagogical meetings and walk around school freely, and even attended a few classes. We fit our study with an extensive literature review that consolidates information about the history, culture and laws of Indian school education. The information collected allowed us to understand how the school considers the indigenous culture in school curriculum and how their participants perceive this inclusion. The main results we obtained show that the school does not reflect the culture of the studied indigenous community, considering that the school arrangements are inspired and designed in the light of a body that does not represent the cultural artifacts of that community.
This work aimed to investigate the school contribution to the preservation of indian culture in a public school in the village Zutwia in Arame County – Maranhao. We used a qualitative methodology, in the case study format. For data collection, we applied questionnaires to the principal and eight teachers and we interviewed sixteen students. The interviews were audio-recorded and later transcribed and validated by the participants. The data has complemented with field notes taken during observation for six months. During this time, we had the opportunity to be present in the pedagogical meetings and walk around school freely, and even attended a few classes. We fit our study with an extensive literature review that consolidates information about the history, culture and laws of Indian school education. The information collected allowed us to understand how the school considers the indigenous culture in school curriculum and how their participants perceive this inclusion. The main results we obtained show that the school does not reflect the culture of the studied indigenous community, considering that the school arrangements are inspired and designed in the light of a body that does not represent the cultural artifacts of that community.
Description
Keywords
Cultura indígena Educação escolar Escolarização Gestão escolar Indigenous culture Schooling Education School management
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação