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| Author(s): |
Fernando Schlindwein Santino
Total Authors: 1
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| Document type: | Master's Dissertation |
| Press: | Presidente Prudente. 2022-07-29. |
| Institution: | Universidade Estadual Paulista (Unesp). Faculdade de Ciências e Tecnologia. Presidente Prudente |
| Defense date: | 2022-07-15 |
| Advisor: | Leny Rodrigues Martins Teixeira |
| Abstract | |
This master's thesis, linked to the research line "Training processes, teaching and learning" in the Graduate Program in Education of the Faculty of Science and Technology of the São Paulo State University (FCT/UNESP), Presidente Prudente/São Paulo, has as general objective to analyze the conditions and rationalities that emerge from the conceptions declared by the training agents and students graduated from an intercultural course, with a view to understanding the theoretical-practical subsidies of the training of teachers of the final years of Elementary School, in particular of mathematics. It is known that the training of indigenous teachers in Brazil, since the 1980s, has become a fertile and rich field of research due to the struggle of various sectors of society in favor of the rights of indigenous. This is a qualitative, descriptiveanalytical research, with a view to characterizing theoretical-practical subsidies on the subject of indigenous teacher training. Initially, we developed state-of-the-art research in the field of Indigenous teacher training, with the objective of chronicling what was produced in ten years on the subject. The survey was carried out based on the descriptors (in portuguese): "formação de professores indígenas", "licenciatura intercultural" and "egressos indígenas" in the CAPES journal portal and the BDTD database between 2009 and 2019. Then, we performed an analysis of the Pedagogical Project Course (PPC) of an indigenous intercultural degree in the state of Mato Grosso do Sul (MS), considered a "successful" experience. The selected course was the Indigenous Intercultural Licentiate "Teko Arandu" offered by the Indigenous Intercultural Faculty (FAIND) at the Federal University of Grande Dourados (UFGD). Data production was carried out through document analysis of the PPC and official documents from the Ministry of Education (MEC), in addition to interviews with the coordinators and indigenous graduates of the course, in order to understand the propositions and limits of Teko Arandu. All the information obtained was cross-referenced, seeking to relate the data and complete the research. The results of the state of knowledge show multiple themes related to: traditional knowledge and school knowledge; math; interculturality; history of indigenous peoples; implementation of an intercultural course; testimony from coordinators, professors and graduates about the modes of production and hierarchy of the so-called scientific knowledge about indigenous cultural knowledge; public policies on the training of indigenous teachers; intercultural curriculum with a focus on reality; theory and practice relationship and study workshops. The analysis of the PPC revealed that there are positive points about the valorization of indigenous knowledge in line with the teaching of "standard" mathematics. Furthermore, it seems that the project is interesting for the indigenous peoples of Mato Grosso do Sul, as it considers local specificities and is based on critical interculturality and ethnomathematics. In the interviews, indigenous graduates praise the course proposal, the methodology of non-indigenous university professors and the presence of traditional teachers. However, given the importance of the Guarani language, they emphasize the need for indigenous teachers to teach classes in the Guarani language in the Teko Arandu course. As well as the course coordinator, the presence at Teko Arandu of the university's dialogue with the indigenous community, the articulated research work carried out in the course and the appreciation of indigenous and non-indigenous knowledge permeated by interculturality and ethnomathematics, contributing to the appreciation of culture, Guarani language and indigenous identity. The study demonstrated, due to the nature of the fieldwork, the importance of presenting and discussing the specificity of indigenous teacher training, in particular for the teaching of mathematics. We thank the São Paulo Research Foundation (FAPESP) for the financial support granted to carry out this research, under process number 2020/02308-6. (AU) | |
| FAPESP's process: | 20/02308-6 - Training of indigenous teachers: limits and perspectives according to egresses from an intercultural license course |
| Grantee: | Fernando Schlindwein Santino |
| Support Opportunities: | Scholarships in Brazil - Master |