Banca de DEFESA: José Adnilton Oliveira Ferreira

Uma banca de DEFESA de DOUTORADO foi cadastrada pelo programa.
STUDENT : José Adnilton Oliveira Ferreira
DATE: 10/09/2022
TIME: 09:00
LOCAL: virtual
TITLE:

THE ETHNIC IDENTITY OF THE PALIKUR INDIGENOUS PEOPLE IN THE SCHOOL CURRICULUM IN THE PERCEPTION OF TEACHERS IN THE STATE OF AMAPÁ

KEY WORDS:

School Curriculum. Ethnic Identity. Indigenous Education.

PAGES: 338
BIG AREA: Ciências Humanas
AREA: Educação
SUMMARY:

This research presents as objecto study the ethnic identity of the Palikur indigenous people in the perception of non-indigenous teachers developed in the second segmento of elementary school of the System of Modular Organization of Indigenous Education (SOMEI) of Amapá. It islinked to the research line Teaching Profession, Curriculum and Evaluation (PDCA) of the Graduate Program in Education of the Universityof Brasília, and to the research group "Curriculum: Theoretical Conception sand Educational Practices", coordinated by Prof. Dr. Lívia Freitas Fonseca Borges. Qualitative research is structured from the empirical phenomenological method (FES) of research (FEM) of research (GIORGI, 2008) and the researched data were observed from the definition of the categories of aprioristic analysis and the other non-aprioristic, intermediate and final categories that emerged from the theoretical framework adopted in research and empirical research through content analysis (BARDIN, 2011). The research was developed based on the problem: what pedagogical practices developed in the indigenous school curriculum of the second segment of elementary school in the perception of non-indigenous teachers who strengthen the ethnic identity of the Palikur people? The arguments related to the questioning were framed in the following theoretical categories of this research: ethnic identity, school curriculum and pedagogical practices.The general objective was to analyze the pedagogical practices on the ethnicid entity of the Palikur indigenous people in the school curriculum in the perception of non-indigenous teachers. The research loci was the pedagogical unit of the Indigenous Education Center (NEI) of the State Department of Education of Amapá (SEED), and the state indigenous school cho sen for observation of the school practice of nonindigenous teachers, located in kumenê village. Having as procedures/research instruments: 1. narrative interviews with 7 (seven) non-indigenous; 2. direct observation; 3. State of knowledge/bibliographic study at the Curt Nimuendaju Digital Library; Brazilian Digital Library of Theses and Dissertations (BDTD) and the Sucupira Platform (CAPES), through the journals the Brazilian Journal of Education (RBE) of the National Association of Research and Graduate Studies in Education (ANPED), the Amazon Magazine of the PPGE of Federal University of Amazonas (UFAM) and the Journal Curriculum Without Borders. 4. documental analysis of CNE/CBE Resolution No. 05/2012 (BRASIL, 2012) and Amapaense Curricular Reference (RCA) Resolution No. 15/2019, such procedures and instruments analyzed under the aegis of the MFE demonstrated in the research results the obstacles to the construction of an intercultural indigenous education, such as: the lack of a proposal/curriculum matrix of indigenous schools that is specific and community; lack of pedagogical resources and teaching materials of disciplines that contemplate the language and culture of the indigenous people; non-provision of multicultural continuing education courses to teachers in the education network; lack of physical, administrative structure, pedagogical resources and education professionals in the researched school, which limits the entire teaching and learning process in the focus of interculturality.

BANKING MEMBERS:
Externo à Instituição - JOÃO VALDINEI CORRÊA LOPES
Interna - 2164507 - CLAUDIA MARCIA LYRA PATO
Interno - 3056419 - FRANCISCO THIAGO SILVA
Externa à Instituição - IOLETE RIBEIRO - UFAM
Interna - 40921 - LIVIA FREITAS FONSECA BORGES