Formação de professores e educação indígena: revisão da literatura
Teacher training and indigenous education considers the constant struggles of communities, schools, teachers who strive for better conditions for an education focused on their specificities and differences. The objective of this monograph was to analyze the literature published in the format of scie...
| Autor principal: | Almeida, Rainey Araújo de |
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| Grau: | Trabalho de Conclusão de Curso |
| Idioma: | por |
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Brasil
2023
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http://riu.ufam.edu.br/handle/prefix/7130 |
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oai:localhost:prefix-71302025-03-10T21:06:22Z Formação de professores e educação indígena: revisão da literatura Almeida, Rainey Araújo de Souza, Daniel Cerdeira de http://lattes.cnpq.br/6802772660969516 Silva, Villiam Cruz da Silva, Oderlene Bráulio da Formação de professores Educação escolar indígena Saberes tradicionais CIENCIAS HUMANAS Indígenas - Educação Professores indígenas - Formação Teacher training and indigenous education considers the constant struggles of communities, schools, teachers who strive for better conditions for an education focused on their specificities and differences. The objective of this monograph was to analyze the literature published in the format of scientific articles between 2017-2022 on the challenges of teacher training for indigenous school education. The work is about the interactive review of the literature that had a universe of 20 articles that were collected in the Portal Periódicos CAPES, and that were analyzed first via an integrative review protocol and after, submitted to the Content Analysis procedure. As a result, four categories were built, namely: 1) Teacher Training; 2) Mathematics Teaching; 3) Game in the transmission of traditional knowledge; 4) Indigenous School Education. The discussion turns to questions that the last two decades are marked by an intensification of indigenous schooling processes and the access of indigenous students to higher education becomes more evident, much as a result of the struggles that claim affirmative policies in the university context. There are indigenous people who are acting as teachers in the classroom, whether or not they speak the indigenous language of their people, but often, the indigenous language teacher who teaches does not have completed elementary school. And several teachers of indigenous school education are not indigenous and there are several reasons for this fact, but the most worrying is that if there were a requirement that the teacher of indigenous education be obligatorily indigenous, this would make the functioning of these schools unfeasible, since there are not, in no Brazilian state, there are enough indigenous teachers trained at a higher level to meet the entire demand for Basic Education teachers. As for the teaching of mathematics, the challenges are presented in such a way that if, in order to teach reading and writing, the teacher makes use of writing codes in literacy, and through this expands to the different forms of use of reading and writing, in mathematics the teacher will use the codes (numbers, lines, shapes, etc.). The difference in indigenous communities in this literacy and numeracy process is the use of ethnomathematics, that is, the cultural and traditional knowledge already acquired by children before entering school. Regarding games in the transmission of traditional knowledge, in Brazil, traditional games and games as they are found mostly originate from colonization, but there is also a great influence of indigenous culture. and finally, in relation to indigenous school education, it is understood that school education is a tool for indigenous societies to defend their rights before the constituted powers, in addition to being able to dialogue constructively with the different cultures that make up the Brazilian State. Finally, in the final considerations, fundamental points are presented, such as suggestions and recommendations for teacher training and quality indigenous education to truly achieve their autonomy. A formação de professores e educação indígena considera as lutas constantes das comunidades, escolas, professores que primam por melhores condições de uma educação voltada com suas especificidades e diferenças. O objetivo desta monografia foi analisar a literatura publicada no formato de artigos científicos entre 2017-2022 sobre os desafios da formação de professores para a educação escolar indígena. O trabalho se trata da revisão interativo da literatura que teve universo de 20 artigo que foram coletados no Portal Periódicos CAPES, e que, foram analisados primeiramente via um protocolo de revisão integrativa e após, submetidos ao procedimento de Análise de Conteúdo. Como resultados, foram construídas quatro categoria, a saber: 1) Formação do Professores; 2) Ensino da Matemática; 3) Jogo na transmissão de saberes tradicionais; 4) Educação Escolar Indígena. A discussão volta-se a questões de que as duas últimas décadas são marcadas por uma intensificação nos processos de escolarização indígena e torna-se mais evidente o acesso de estudantes indígenas ao ensino superior, muito em decorrência das lutas que reivindicam políticas afirmativas no contexto universitário. Existem indígenas que estão atuando como professores em sala de aula seja falante ou não da língua indígena do seu povo, mas que que muitas vezes, o professor de língua indígena que leciona não possui o ensino fundamental completo. E diversos professores da educação escolar indígenas não são indígenas e há várias razões para esse fato, mas a mais preocupante é que se existisse a exigência de o professor da educação indígena ser obrigatoriamente indígena, isso inviabilizaria o funcionamento dessas escolas, já que não há, em nenhum estado brasileiro, professores indígenas formados em nível superior em número suficiente para atender toda a demanda de professores de Educação Básica. Quanto ao ensino da matemática, os desafios se apresentam de forma que se para ensinar a ler e escrever o professor faz uso dos códigos da escrita na alfabetização, e por meio deste amplia para as diferentes formas de uso da leitura e escrita, na matemática o professor fará uso dos códigos (números, linhas, formas etc.). A diferença em comunidades indígenas nesse processo do letramento e numeramento é o uso da etnomatemática, ou seja, dos conhecimentos culturais e tradicionais já adquiridos pelas crianças antes de seu ingresso na escola. Quando em relação ao jogo na transmissão de saberes tradicionais, no Brasil, os jogos e brincadeiras tradicionais como são encontrados tem em sua maioria origem na colonização, mas há também uma grande influência da cultura indígena. e por último, em relação à educação escolar indígena, entende-se que a educação escolar é uma ferramenta para as sociedades indígenas defenderem seus direitos junto aos poderes constituídos, além de poderem dialogar de forma construtiva com as diferentes culturas que integram o Estado brasileiro. Por fim, nas considerações finais são apresentados os pontos fundamentais como sugestões e recomendações por formação de professores e educação indígenas de qualidade para alcançar realmente a sua autonomia. 1 Não 2023-10-30T13:48:15Z 2023-10-30T13:48:15Z 2023-07-06 Trabalho de Conclusão de Curso http://riu.ufam.edu.br/handle/prefix/7130 por Acesso Aberto Brasil INC - Instituto de Natureza e Cultura (Benjamin Constant) Benjamin Constant (AM) Pedagogia - Licenciatura - Benjamin Constant |
| institution |
Repositório Institucional - Universidade Federal do Amazonas |
| collection |
RI-UFAM |
| language |
por |
| topic |
Formação de professores Educação escolar indígena Saberes tradicionais CIENCIAS HUMANAS Indígenas - Educação Professores indígenas - Formação |
| spellingShingle |
Formação de professores Educação escolar indígena Saberes tradicionais CIENCIAS HUMANAS Indígenas - Educação Professores indígenas - Formação Almeida, Rainey Araújo de Formação de professores e educação indígena: revisão da literatura |
| topic_facet |
Formação de professores Educação escolar indígena Saberes tradicionais CIENCIAS HUMANAS Indígenas - Educação Professores indígenas - Formação |
| description |
Teacher training and indigenous education considers the constant struggles of communities, schools, teachers who strive for better conditions for an education focused on their specificities and differences. The objective of this monograph was to analyze the literature published in the format of scientific articles between 2017-2022 on the challenges of teacher training for indigenous school education. The work is about the interactive review of the literature that had a universe of 20 articles that were collected in the Portal Periódicos CAPES, and that were analyzed first via an integrative review protocol and after, submitted to the Content Analysis procedure. As a result, four categories were built, namely: 1) Teacher Training; 2) Mathematics Teaching; 3) Game in the transmission of traditional knowledge; 4) Indigenous School Education. The discussion turns to questions that the last two decades are marked by an intensification of indigenous schooling processes and the access of indigenous students to higher education becomes more evident, much as a result of the struggles that claim affirmative policies in the university context. There are indigenous people who are acting as teachers in the classroom, whether or not they speak the indigenous language of their people, but often, the indigenous language teacher who teaches does not have completed elementary school. And several teachers of indigenous school education are not indigenous and there are several reasons for this fact, but the most worrying is that if there were a requirement that the teacher of indigenous education be obligatorily indigenous, this would make the functioning of these schools unfeasible, since there are not, in no Brazilian state, there are enough indigenous teachers trained at a higher level to meet the entire demand for Basic Education teachers. As for the teaching of mathematics, the challenges are presented in such a way that if, in order to teach reading and writing, the teacher makes use of writing codes in literacy, and through this expands to the different forms of use of reading and writing, in mathematics the teacher will use the codes (numbers, lines, shapes, etc.). The difference in indigenous communities in this literacy and numeracy process is the use of ethnomathematics, that is, the cultural and traditional knowledge already acquired by children before entering school. Regarding games in the transmission of traditional knowledge, in Brazil, traditional games and games as they are found mostly originate from colonization, but there is also a great influence of indigenous culture. and finally, in relation to indigenous school education, it is understood that school education is a tool for indigenous societies to defend their rights before the constituted powers, in addition to being able to dialogue constructively with the different cultures that make up the Brazilian State. Finally, in the final considerations, fundamental points are presented, such as suggestions and recommendations for teacher training and quality indigenous education to truly achieve their autonomy. |
| author_additional |
Souza, Daniel Cerdeira de |
| author_additionalStr |
Souza, Daniel Cerdeira de |
| format |
Trabalho de Conclusão de Curso |
| author |
Almeida, Rainey Araújo de |
| title |
Formação de professores e educação indígena: revisão da literatura |
| title_short |
Formação de professores e educação indígena: revisão da literatura |
| title_full |
Formação de professores e educação indígena: revisão da literatura |
| title_fullStr |
Formação de professores e educação indígena: revisão da literatura |
| title_full_unstemmed |
Formação de professores e educação indígena: revisão da literatura |
| title_sort |
formação de professores e educação indígena: revisão da literatura |
| publisher |
Brasil |
| publishDate |
2023 |
| url |
http://riu.ufam.edu.br/handle/prefix/7130 |
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1831969979123105792 |
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11.753896 |