Submitted by Celso Magalhaes (celsomagalhaes@ufrrj.br) on 2017-05-29T11:16:15Z No. of bitstreams: 1 2016 - Maria Concei??o da Silva.pdf: 34705601 bytes, checksum: e5d1a6c09d3bfbcd49aa2fe48dbb4f1e (MD5) / Made available in DSpace on 2017-05-29T11:16:15Z (GMT). No. of bitstreams: 1 2016 - Maria Concei??o da Silva.pdf: 34705601 bytes, checksum: e5d1a6c09d3bfbcd49aa2fe48dbb4f1e (MD5) Previous issue date: 2016-06-30 / This study aims to record the memories constituents that make up the history of Indigenous School, Village M'by? Guarani, Sapukai in Angra dos Reis / RJ. Investigate how were woven the actions that led to establishment of the State School Indigenous Guarani Kiringuy Yvotyty since its inception as a community school to its current configuration as a state school. Therefore, we will seek to investigate social, intellectual and emotional political contexts are included in this scenario. We consider of great importance that our methodological approach providing conditions to assimilate the concerns and positions of the indigenous community on the social / legal interactions, as actors involved and not always considered in this process. To this end, the search shall be founded on a sensitive design. / O presente trabalho tem por objetivo registrar as mem?rias constituintes que comp?em a hist?ria da Escola Ind?gena, da Aldeia Guarani M?bya, Sapukai, em Angra dos Reis/RJ. Investigaremos de que forma foram tecidas as a??es que levaram a constitui??o da Escola Ind?gena Estadual Guarani Kiringue Yvotyty, desde sua cria??o como escola comunit?ria at? a sua configura??o atual como escola estadual. Para tanto, procuraremos investigar que contextos pol?ticos sociais, intelectuais e afetivos est?o inseridos neste cen?rio. Consideraremos de grande import?ncia que nosso caminho metodol?gico propicie condi??es de assimilar os anseios e posicionamentos da comunidade ind?gena diante das intera??es sociais/legais, como atores envolvidos e nem sempre considerados nesse processo. Para tal, a pesquisa se pautar? em um delinear sens?vel.

Submitted by Celso Magalhaes (celsomagalhaes@ufrrj.br) on 2017-10-16T10:20:27Z No. of bitstreams: 1 2016 - Darlane Cristina Maciel Saraiva.pdf: 1872676 bytes, checksum: 124108c1fdf3b6ff5fe66bcd66527027 (MD5) / Made available in DSpace on 2017-10-16T10:20:27Z (GMT). No. of bitstreams: 1 2016 - Darlane Cristina Maciel Saraiva.pdf: 1872676 bytes, checksum: 124108c1fdf3b6ff5fe66bcd66527027 (MD5) Previous issue date: 2016-05-30 / The present study was carried out in the municipality of Mau?s - AM in an indigenous community localized in Andir?-Marau Indigenous Land, Marau River, with members of the academic community of the Mypynugkuri Indigenous Municipal School. This research was propelled from the unease that arose when we experienced the teaching practice of mathematics teaching at the Federal Institute of Science, Education and Technology of Amazon (IFAM) - Campus Mau?s, where we received students from different forms of schooling, among them, Indigenous school education. The research aimed to investigate the teaching and learning processes of mathematics and its relations with the daily life of a village Sater?-Maw? ethnicity. For this reflection, we relied on Ethnomatematics, because we understand that it is worried not only with the purpose but also with the way and the techniques used in approach of the mathematics in various social groups. We use the techniques of interviews and observations to data collection, focusing on pedagogical practice of teachers of the research participant school, and the collected datas were analyzed according with the theoretical framework. With this research, it was possible to describe didactic tools used by teachers of Indigenous Municipal School Mypynugkuri, besides visualizing through school activities the interdisciplinarity and transdisciplinarity developed in school aiming the processes of teaching and learning of the curriculum components. We verified how the Indigenous Education has been fundamental to support the Indigenous School Education in the research participant community because contributes effectively to the schooling of its members / O presente trabalho foi realizado no mun?cipio de Mau?s ? AM em uma comunidade ind?gena localizada na Terra Ind?gena Andir?-Marau, rio Marau, com membros da comunidade acad?mica da Escola Municipal Ind?gena Mypynugkuri. Essa pesquisa foi impulsionada a partir da inquieta??o que surgiu quando vivenciamos a pr?tica docente do ensino da matem?tica no Instituto Federal de Educa??o Ci?ncia e Tecnologia do Amazonas (IFAM) ? Campus Mau?s, onde recebemos alunos oriundos de distintas formas de escolariza??o, dentre elas, a Educa??o Escolar Ind?gena. A pesquisa teve como objetivo investigar os processos de Ensino e de Aprendizagem da Matem?tica e sua rela??o com o cotidiano de uma aldeia da Etnia Sater?-Maw?. Para essa reflex?o, nos apoiamos na Etnomatem?tica, pois entendemos que ela se preocupa n?o apenas com os fins, mas tamb?m com o modo e as t?cnicas utilizadas na abordagem da matem?tica nos mais diversos grupos sociais. Utilizamos as t?cnicas de entrevistas e observa??es para coleta de dados, com foco na pr?tica pedag?gica dos professores da escola participante da pesquisa e, os dados coletados foram analisados segundo o referencial te?rico. Com a realiza??o desta pesquisa, foi poss?vel descrever ferramentas did?ticas utilizadas pelos professores da Escola Municipal Ind?gena Mypynugkuri, al?m de visualizar atrav?s da atividades escolares a interdisciplinaridade e a transdisciplinaridade desenvolvidas na escola visando os processos de ensino e de aprendizagem dos componentes curriculares. Verificamos como a Educa??o Ind?gena tem sido fundamental para apoiar a Educa??o Escolar Ind?gena na comunidade participante da pesquisa, pois, contribui de modo efetivo para a escolariza??o de seus membros

Submitted by Jadson Francisco de Jesus SILVA (jadson@uefs.br) on 2017-01-26T23:24:02Z No. of bitstreams: 1 Aldrin_ Vers?o Final Impress?o.pdf: 7435625 bytes, checksum: fe41963e4b286813dd60b77e64b9e6c8 (MD5) / Made available in DSpace on 2017-01-26T23:24:02Z (GMT). No. of bitstreams: 1 Aldrin_ Vers?o Final Impress?o.pdf: 7435625 bytes, checksum: fe41963e4b286813dd60b77e64b9e6c8 (MD5) Previous issue date: 2016-09-22 / This essay presentes the results of some research, which has the object of studying an indigenous teacher and his discursive perspective about the didactic book of history it was atmed at identifying more specifically how this teacher brings into pieces the representations of the indian in the didactic book of history. The authors of this text were four teachers who have been teaching or taught the subject of history at the Indigendus School of Patax? Coroa Vermelha ? Red Crown located in the country of Santa Cruz de Cabr?lia in the south of Bahia. Having the accomplishment of this investigation done in this aforementioned school was necessary to obtain the altogether authorization as the followed: from the chief of the village Coroa Vermelha Red Crown, from the direction of the body of teachers who was investigated, from National Foundation of Indian (FUNAI) as well as the Committee of Ethics and Research Involved with Humanbeings (CEP), from the University of the State of Feira de Santana (UEFS). This piece of research is about the representation of the Indians cantained in the didactic book of History also contemplating the specifications of the book of the grade school witch was adapted by the school among others indicated by the government. Besides, the analysis of texts and the images presented in one of the chapters mentioned in the book which particularly deals with the indigenous peoples. This piece of reseach was of qualitative nature and having the interview semistructered as the main instruments of collecting the data, furthermore the verbal texts and imagery presented in the didactic book. The data were analyzed from the theoreticalmethodological perspective of the analysis of the images it was verified that although the chapter of the book analyzed and used by the teachers in their work the material brings along some advancements in relation to the thematic of the book contains images and verbal texts with stereotyped representations about the Indians. We could find the indigenous teachers put together in a critical way the representations and verbal speeches and imagery contained in the didactic book among many factors in themselves. We quote: the preservation of their traditions costums and cultural in heritance, the use of specific didactic materials from their culture and the technological Resources available in the school due to continued academic background as well as the knowledge of specific legislation aiming at education of the Indians among others. The indian peoples acquire each day more knowledge about their rights and personalized education and education also surpasses the planning of specific and didactic books whest quality fits the maximum of the culture of the indigenous peoples. This piece of research contributes to rethink the distortions that are still present in the didactic book of history related to the images and verbal texts about the Indians considered in its most important aspects the discursive perspective of the indigenous teachers in the context of the school of Patax?. This points out the necessity of re evaluating the didactic books produced with the participation or even the striking direction of the Indians taking into account the view of the diversity of specificity and the rich variety of the culture of indigenous peoples of patax?. / Esta disserta??o tem como objeto de estudo o ?ndio no livro did?tico de hist?ria e a (des)constru??o de representa??es pelo professor ind?gena patax?. A an?lise transitou entre os textos verbais e imag?ticos do cap?tulo espec?fico do livro did?tico de hist?ria que trata da tem?tica ind?gena e o discurso de quatro professores patax? que lecionam ou lecionaram a disciplina Hist?ria na escola ind?gena Patax? Coroa Vermelha, localizada no munic?pio de Santa Cruz Cabr?lia, no extremo sul da Bahia. Para a realiza??o desta investiga??o na referida escola, foi necess?rio obter um conjunto de autoriza??es, a saber: do Cacique da aldeia Coroa Vermelha, da dire??o, do corpo docente a ser investigado, da Funda??o Nacional do ?ndio (FUNAI), bem como do Comit? de ?tica em Pesquisa Envolvendo Seres Humanos (CEP), da Universidade Estadual de Feira de Santana (UEFS). A pesquisa foi de natureza qualitativa, tendo a entrevista semiestruturada como instrumento principal para a coleta dos dados, al?m dos textos verbais e imag?ticos presentes no livro did?tico. Os dados foram analisados a partir da perspectiva te?rico-metodol?gica da An?lise de Discurso de Linha Francesa e da An?lise da Imagem. Verificou-se que embora o cap?tulo analisado do livro trabalhado pelos professores traga alguns avan?os em rela??o ? tem?tica ind?gena, de forma geral, ainda cont?m, nas imagens e textos verbais, representa??es estereotipadas sobre os ?ndios. Podemos constatar que os professores ind?genas desconstroem, de forma cr?tica, as representa??es e discursos verbais e imag?ticos contidos no livro did?tico, por conta de v?rios fatores, dentre eles: a preserva??o de suas tradi??es; costumes e riqueza cultural; o uso de materiais did?ticos espec?ficos de sua cultura e dos recursos tecnol?gicos dispon?veis na escola; devido ? forma??o acad?mica continuada, bem como o conhecimento da legisla??o espec?fica para educa??o ind?gena. Os povos ind?genas adquirem, cada vez mais, conhecimento a respeito dos seus direitos sobre a educa??o diferenciada e esta educa??o perpassa tamb?m pela constru??o de livros did?ticos espec?ficos e de qualidade que se adequem, ao m?ximo, ?s culturas dos povos ind?genas. A pesquisa contribui para repensar as distor??es ainda presentes no livro did?tico de Hist?ria no que se refere ? imagens e textos verbais sobre os ?ndios, considerando, de forma primordial, a perspectiva discursiva de professores ind?genas no contexto da escola Patax?. Isto sinaliza a necessidade de que os livros did?ticos sejam reavaliados e produzidos com a participa??o ou mesmo a dire??o contundente dos ?ndios, tendo em vista contemplar a diversidade, riqueza e especificidades das culturas ind?genas.