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Advisor(s)
Abstract(s)
O presente estudo teve como propósito investigar a representação dos Estudantes Adultos do IFFar sobre as comunidades indígenas, através da sua auscultação direta e da apreciação da sua interação com os conteúdos curriculares e as práticas e ações pedagógicas desenvolvidas na Instituição, considerando a obrigatoriedade da Lei 11.645, que dispõe sobre a inclusão no currículo oficial da rede de ensino da temática da História e Cultura Afro-Brasileira e Indígena. Mobilizou-se no desenvolvimento deste estudo uma metodologia de caráter misto, promovida no quadro da concretização de um estudo de caso. Com o objetivo de recolha de dados no terreno, foram utilizados dois intrumentos de pesquisa, concretamente dois questionários, um aplicado junto dos alunos dos cursos superiores de Licenciatura em Ciências Biológicas e outro aplicado junto dos alunos do ensino médio integrado PROEJA dos campi de Santo Augusto e Panambi do Instituto Federal de Educação, Ciência e Tecnologia Farroupilha. Também foram realizadas entrevistas semiestruturadas com os servidores em educação, Diretores de Ensino, Coordenadores dos Cursos pesquisados, Coordenadores das Ações Inclusivas e membros do Núcleo de Estudos Afro-brasileiro e Indígenas (NEABI) dos referidos campi, havendo ainda lugar, na pesquisa, a recolha e análise de documentos relevantes (Projetos Pedagógicos dos cursos pesquisados). O estudo foi teoricamente suportado em literatura científica considerada de referência e relevante para o enquadramento da problemática visada. Os resultados obtidos refletem que, apesar da obrigatoriedade da Lei nº 11.645/2008 e da implantação dos NEABI nos campi do IFFar, a falta de formação docente específica na área repercute-se numa significativa dificuldade para abordar a temática indígena nas ações e práticas pedagógicas da Instituição, o que tem implicações na representação que os estudantes fazem das comunidades indígenas.
The purpose of the present study was to investigate the representation of IFFar's Adult Students on indigenous communities through direct listening and appreciation of their interaction with the curricular contents and the pedagogical actions developed in the Institution considering the obligation of Law 11.645, which provides for the inclusion in the official curriculum of the educational network the thematic of Afro-Brazilian and Indian History and Culture. Mobilized in the development of this study study a methodology of mixed character promoted in the context of the implementation of a case study. With the objective of data collection on the terrain, were used two research instruments, concretely two questionnaires, one applied to students of the higher degree courses in Biological Sciences and the other applied to integrated high school students PROEJA of the campus Santo Augusto and Panambi of the Federal Institute of Education, Science and Technology Farroupilha. Also, were seen interviews semistructured with the servers in education, Teaching Directors, Coordinators of courses searched, Coordinators of Inclusive Actions and Nucleus of Studies for Afro-Brazilian and Indigenous members (NEABI) of the said campus, there is still stead, in research, the collection and analysis of relevant documents (Pedagogical Projects of the Courses). The study was theoretically supported in the scientific literature considered as a reference and relevant to framework of the targeted problem. The obtained results reflect that despite the obligatoriness of law nº 11.645/2008 and the implantation of NEABI in the campus of IFFar, the absence of training teacher in specific area repercussions in significant difficulty of the approach of indigenous tematic in the actions and practices pedagogycal of the institution what have implications in the representation of the students do about the indigenous communities.
The purpose of the present study was to investigate the representation of IFFar's Adult Students on indigenous communities through direct listening and appreciation of their interaction with the curricular contents and the pedagogical actions developed in the Institution considering the obligation of Law 11.645, which provides for the inclusion in the official curriculum of the educational network the thematic of Afro-Brazilian and Indian History and Culture. Mobilized in the development of this study study a methodology of mixed character promoted in the context of the implementation of a case study. With the objective of data collection on the terrain, were used two research instruments, concretely two questionnaires, one applied to students of the higher degree courses in Biological Sciences and the other applied to integrated high school students PROEJA of the campus Santo Augusto and Panambi of the Federal Institute of Education, Science and Technology Farroupilha. Also, were seen interviews semistructured with the servers in education, Teaching Directors, Coordinators of courses searched, Coordinators of Inclusive Actions and Nucleus of Studies for Afro-Brazilian and Indigenous members (NEABI) of the said campus, there is still stead, in research, the collection and analysis of relevant documents (Pedagogical Projects of the Courses). The study was theoretically supported in the scientific literature considered as a reference and relevant to framework of the targeted problem. The obtained results reflect that despite the obligatoriness of law nº 11.645/2008 and the implantation of NEABI in the campus of IFFar, the absence of training teacher in specific area repercussions in significant difficulty of the approach of indigenous tematic in the actions and practices pedagogycal of the institution what have implications in the representation of the students do about the indigenous communities.
Description
Keywords
Representações de estudantes Educação multicultural Ensino da temática indígena Comunidades indígenas da região sul brasileira Student representations Multicultural Education Teaching indigenous thematic Indigenous communities in southern brazilian region
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação