Navegando por Assunto "Diversidade cultural"

Agora exibindo 1 - 5 de 5

Acesso aberto (Open Access)
A cultura local e as experiências de músico sonoplasta no grupo Xamã: os contadores de histórias
(Universidade Federal do Pará, 2017-05) FERRO, Kélem Carla Alves
The work as a music educator in public schools of the state education network has among its many challenges the reduction of distances between the academic curriculum formation of the music teacher and the musical culture brought by the students. The musical experience in the group Xamã brings, in the scope of artistic production, the practice of accompaniment and arrangement thought to express in the music, local, thematic and ethnic literatures. The academic training of the music teacher has the characteristic of emphasizing the European musical tradition and of making it an example in the construction of formal knowledge. This action as a cultural action has direct reverberation in the practices of music teachers in public schools throughout Brazil, establishing contradictions between the academic formation, the reality presented in schools, the curricular parameters of the discipline and the recent demands pointed by ethnomusicology for musical education . In this sense, the artistic practice that involves literature and music with an emphasis on the diversity of social groups also presents itself as a possibility of building musical knowledge, inside and outside the classroom, based on experiences of appreciation, contextualization and shared musical creation With the students.
Acesso aberto (Open Access)
Educação escolar Kyikatêjê: novos caminhos para aprender e ensinar
(Universidade Federal do Pará, 2010-05-19) FERNANDES, Rosani de Fatima; BENATTI, José Heder; http://lattes.cnpq.br/6884704999022918; BELTRÃO, Jane Felipe; http://lattes.cnpq.br/6647582671406048
Traditional formal education for Indigenous people historically serve colonial interests of integration and assimilation of a hegemonic society. Thanks to Indigenous leadership protagonism and legal achievements based on 1998 Federal Constitution, the National Education Law (LDB – Lei 9.394/96) and the International Labour Organisation (ILO) 169 Convention, the Indigenous School became a priveleged and strategic intercultural dialogue arena where traditional knowledge and other types of knowledge come together for the training of tecnhical and political members of the movement. In the dissertation, presents the historical trajectory of Kyikatêjê people, since the current state of Maranhão until the Indigenous Mãe Maria Reserve, in the Southeast region of the State of Pará. In this thesis, research takes into consideration the appropriation of school education rights by the Kyikatêjê People who in the exercise of their selfdetermination build in the school arena their school education as instrument of a sttrugle against the denial of their rights. The study contextualizes the strategy of the leadership and their associates in facing a daily sttrugle to garantee their rights to education at all levels according to their needs to train individuals to defend and promote Indigenous Peoples rights to land, education, health and economic sustainability. Such strategies relate to their effort to implement and maintain Kyikatêjê identity.
Acesso aberto (Open Access)
As leis nº. 10.639/03 e nº. 11.645/08: dos marcadores sociais da diferença à formação de professores indígenas e negros
(Universidade do Oeste Paulista, 2018-12) PINHO, Vilma Aparecida de; PARENTE, Francilene de Aguiar
This article approaches the training of teachers in the context of differentiated education in the Ethnodevelopment course of the Federal University of Pará (UFPA). Based on the Pedagogy of Alternation, the course under analysis is aimed at differentiated public such as indigenous people, quilombolas, black and traditional communities. The study discusses the importance of these subjects as social agents for the proposition of transformation in their collectivities and communities, in the different spaces they occupy and through which they circulate. The non-place of the indigenous, the black and the quilombola in basic education by our graduates demarcates the ideological force of an epistemology that obscures the understanding of ethnically differentiated subjects and diversity as a perspective and centralized place to think about social relations and life in society. Through the qualitative methodology, research focusing on life trajectories indicates that in teacher training, the perspective of education for diversity has been observed as a strategy for teachers and communities to exercise respect for the difference. In addition, these individuals have been represented as teachers, researchers, political articulators, among other functions and social roles.
Acesso aberto (Open Access)
A prática pedagógica para diversidade na cultural na escola do campo ribeirinho
(Universidade Federal do Pará, 2019-09) COELHO, Maria Auxiliadora dos Santos; SOUZA, Josenildo Santos de
This article is part of a scientific production of Completion of Course, versa on cultural diversity in the Ribeirinha Field School, brings as a central issue the educational work of the teacher and his pedagogical practice that allows the recognition of the cultural diversity of the space of the classroom and enhances the interrelation between the subjects of the educational process. We make a clipping of the results that aimed to analyze the methodology of the teacher to work with the cultural diversity in the school of the riverside field. The research was carried out in the municipality of Benjamin Constant, State of Amazonas, based on the qualitative approach using participant observations in the classroom and at school, semistructured interviews and analysis of documents, which allowed to discuss and reflect on the educational context, the singularities and specificities of the subjects in the school context. The research pointed out that despite the existence of a great cultural diversity in the daily life of the classroom and the legal and didactic parameters that guide the pedagogical work, this diversity is not contemplated in the teaching practices of the classroom nor in the educational environment. In view of the above, a great challenge is required to modify the way in which the practice is effective, providing intercultural experiences, above all, in the methodologies that can consider the socio-cultural aspects of the educated, their families and the community around the school. Finally, a closer approximation of the theoretical knowledge with the knowledge and cultural experiences of the students is necessary, with a view to a dialogical interaction between the subjects.
Acesso aberto (Open Access)
Resposta à diversidade: políticas afirmativas para povos tradicionais, a experiência da Universidade Federal do Pará
(Núcleo de Antropologia da Sociedades Indígenas e Tradicionais, 2011-12) BELTRÃO, Jane Felipe; CUNHA, Mainá Jailson Sampaio
Research analyzes the Admissions Program and the new reality of affirmative action measures at the Federal University of Pará, its context and implications. A special interest regards higher education and cultural diversity. Study reflects upon the goals of such policy; the different arguments among actors involved; the institutional conduct; and the benefits and difficulties faced to implement the program. The principle that guides the study understands the rights of indigenous populations in their access to University and sees the measures as a victory of the indigenous movement. Challenges remain, though, at two levels: first, it is necessary to develop policy to face institutional and social resistance to the implementation of the program; second, it is paramount to support the indigenous students in their needs in their new academic life.