This master dissertation, developed within the scope of the Programa de Mestrado
Profissional em Ensino de História (PROFHISTÓRIA), is part of the research line
named historical knowledge in the school space, discussing the teaching and learning
methods in History classes of the Indigenous People of Tapirapé. It presents an
ethnographic study on the History classes of the 2nd year of High School at the Escola
Indígena Estadual Tapi’itawa, in the municipality of Confresa-MT. It seeks to
understand how the Tapirapés appropriate the knowledge, culture and knowledge of
the elders in order to bring the experience of the Tapirapé people to History classes,
inserting it into the school environment, especially in the focused area of knowledge,
in order to elaborate reflections and insert them in the daily life of the community. The
research used theoretical contributions from the field of critical education analysis and
education as a break with the traditional teaching model. The results show that the
historical knowledge built by students in different spaces of the indigenous community
is linked to the perspective of the decolonization of traditional knowledge, especially
those indicated by official government agencies.
|
