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  • About
  • The Global ETD Search service is a free service for researchers to find electronic theses and dissertations. This service is provided by the Networked Digital Library of Theses and Dissertations.
    Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.
1

Escola indígena diferenciada: a experiência Yanomami no Médio Rio Negro / Differentiated indigenous school: the Yanomami experience in the Middle Rio Negro

Vieira, Luana Robles 10 September 2018 (has links)
Este trabalho está inserido no campo da educação escolar indígena e se propõe a verificar em quais aspectos a experiência escolar yanomami praticada na calha do rio Marauiá, Santa Isabel do Rio Negro, Amazonas, especificamente aquela promovida pela ONG Secoya, atuante na região desde os anos 1990, supera a educação com finalidade colonialista à qual muitos grupos indígenas foram e são submetidos. Parte da hipótese de que a experiência escolar dos Yanomami que vivem nas aldeias onde há escolas diferenciadas superam, ainda que não totalmente, a educação colonialista. Essa hipótese foi comprovada em pelo menos quatro aspectos: a) as escolas não possuem vinculação a nenhuma ordem religiosa; b) a língua materna é a principal forma de transmissão e comunicação; c) as escolas têm somente professores yanomami escolhidos pela comunidade; d) têm calendário diferenciado e adaptam-se às atividades laborais e ritualísticas das aldeias. / This work is part of the field of indigenous school education and intends to verify in which aspects the Yanomami school experience practiced in the Marauiá river channel, Santa Isabel do Rio Negro, Amazonas, specifically the one promoted by the NGO Secoya, which has been active in the region since the 1990s, surpasses education with a colonialist purpose, which many indigenous groups have been and are being subjected to. It is based on the hypothesis that the Yanomami school experience in villages where there are differentiated schools surpasses, although not totally, colonial education. This hypothesis has been proven in at least four aspects: a) schools are not linked to any religious order; b) the mother tongue is the main form of transmission and communication; c) schools have only Yanomami teachers chosen by the community; d) schools have a differentiated schedule and adapt to the work and ritual activities of the villages.

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