Navegando por Assunto "Interculturalidade"
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Item Acesso aberto (Open Access) Educação escolar indígena no Oiapoque/AP: práticas pedagógicas em escola do povo Karipuna(Universidade Federal do Pará, 2025-02-24) SANTOS, Karina dos; SANTOS , Júlia Otero dos; http://lattes.cnpq.br/8964630349505642This study presents an approach to the policies and practices of school education among the Karipuna people in the Indigenous territories located in the municipality of Oiapoque-AP. The emphasis is on highlighting the role of the Karipuna Indigenous people in organizing educational policies and projects from the school as a tool of domination and assimilation to the school as a space for cultural empowerment and an integral part of the community’s educational system and life plan both within and beyond the territory. It includes a brief overview of the historical introduction of school education among the Karipuna, their collective struggles and advocacy for new meanings and transformations in schooling to better serve the people’s lives, with focus on major demands, challenges, and contradictions in implementing what is guaranteed by specific Indigenous education legislation. Initially a colonial tool for erasing ancestral cultures, the school has now also become a space for affirming and valuing the people's cultural and linguistic diversity. One of the objectives was to examine the policies, actions, and schooling models currently being practiced in Indigenous schools. The study explored some pedagogical practices by Karipuna teachers, observing how Indigenous knowledge and practices engage in dialogue with formal education, as well as how differentiated and intercultural processes contribute to building school curricula grounded in the community’s reality, experiences, and way of life.Item Acesso aberto (Open Access) Educação infantil Tentehar: encontro e (des) encontros no limiar de um diálogo intercultural(Universidade Federal do Pará, 2014-06-26) IVES, Neusani Oliveira; NAKAYAMA, Luiza; http://lattes.cnpq.br/3771896759209007The study of specific situations occurring in indigenous schools can contribute to a holistic vision of the teaching process for various ethnic groups since the individual analysis of some difficulties and beneficial methods in pedagogic practice has the potential to indicate promising solutions to dialogical problems, and thus to suggest a contextualized intercultural education. My thesis investigates the process of Children’s Education (CE) experienced by Tentehar children. The research was conducted through an ethnographical qualitative approach, and the theoreticalmethodological references were based on the study of ethnic borderlines and the indigenous school as a border area. The chosen methods were: 1) fieldwork; 2) semi-structured interviews of two teachers, one supervisor, and the pedagogical counselor of indigenous CE and an elder; 3) an examination of the following documents: ‘Teaching Philosophy in the City of Grajau - MA for Indigenous CE,’ ‘National Educational Guidelines for Indigenous CE,’ and teaching materials; and 4) photographs taken during class activities. I observed that the intercultural education of Tentehar children has been carried out with many contradictions and misunderstandings, which may be explained by the conflicting ideas between the official discourse for cultural interchange and the opinion of native Brazilian movements’ leaders who value intracultural appraisal of ethnic identities. I believe that the epistemological bases of the curriculum practiced in the Tentehar CE are eurocentric because, while the Teaching Proposal preaches a progressive educational approach, the actual syllabus ignores Tentehar ethnic traditions, beliefs, and principals. Some of the main differing aspects of the Tentehar CE are: the absence of Tentehar people’s voice in the curriculum, the lack of specific and differentiated material, the predominance of teachers who are non-indigenous and/or do not speak the indigenous language, and the near absence of interaction between non-indigenous teachers and Tentehar students. Nevertheless, the practice of maintaining each child’s parent or guardian (usually a woman) in the class was considered positive for allowing the students to feel safe. Even though the bilingual translator teachers are important in the interaction between non-indigenous teachers and the children, s/he faces ambiguity and contradictions regarding their actual role. The research was conducted at two indigenous pre-schools, in urban and rural areas; however, no significant differences between them were observed, which yields the issue of difference versus homogenization. Henceforth, the government provides a democratic discourse for intercultural education, but no real equality conditions for it to happen, thus generating even more factors of social and cultural exclusion in the practice of native people’s schooling.Item Acesso aberto (Open Access) A formação dos docentes de História e a Lei nº 11.645/2008: mudanças de perspectivas no trato da temática indígena no ensino de História (2008-2018)(Universidade Federal do Pará, 2020-08-31) BARARUÁ, Marcus Vinícius Valente; LIMA, Maria Roseane Corrêa Pinto; http://lattes.cnpq.br/0040917069487308; https://orcid.org/0000-0002-8396-0618This work intends to comprehend the transformations that occurred in the initial formation of history teachers regarding the indigenous thematic after the promulgation of the law number 11.645/2008 until the year of 2018. The general goal of the thesis is to analyze the change of perspective about the indigenous historical agent in the official documents of Federal University of Pará’s History faculties (from Belém, Bragança, Tocantins/Cametá campuses) through the subjects, in the development of the curricular planning, research and extension projects. The Pedagogical Projects of Course (PPC’s) are the guidelines for the history degree, being a source of perception in the changes that occurred after the law number 11.645/2008. It is also a goal to analyze the experience reports from the faculty who trained the history teachers for the Elementary Education, making it possible to analyze the academic and pedagogic actions held after the promulgation of the legislation, mainly to teach in class. The documental and oral sources were analyzed through the concepts of decoloniality and critical interculturality. Through the considerations it was noted that the transformations regarding the indigenous thematic in the formation of history teachers occurred in a particular way at each campus of the Federal University of Pará. The changes perceived on the research about the changes of perspective regarding the indigenous thematic in history degree of UFPA’s three selected campus are highlighted by the work featured by teachers who research, teach and promote the Indigenous History and Indigenism. The Intervention Project developed is a booklet which has the intention to present the concept of critical interculturality and how this line of thought can be used on the formulation of didactic sequences that values the political fight, the knowledge and the history of brazilian indigenous people.Item Acesso aberto (Open Access) A Luta pelo significado: a constituição política do Entremeio (s) no mundo-da-vida(Universidade Federal do Pará, 2021-07-05) FERREIRA, Rafael Bastos; CASTRO, Fábio Fonseca de; http://lattes.cnpq.br/5700042332015787; https://orcid.org/0000-0002-9964-8282The phenomenological concept of the lifeworld (Lebenswelt) is the philosophical framework that moves the critical horizon of the thesis and justifies all the problems contained. In general, in addition to punctuating a teleological criticism about his departure from everyday life, based on this vital ground, we submerged towards an investigation that originally unveiled its political dimension. Thematizing the pre-political experience, from a political phenomenology, the problem of the alien world (Fremdwelt) and the home world (Heimwelt) appears under the horizon of a phenomenology of strangeness. The political phenomenon, after all the exercise of “Bracketing”, will emerge a vital space – of speech, interlacing, of the space-between, of action, of acting – which I will call between-mean(s). This foundation has precedents in Hannah Arendt's concept of politics: between-men and between-spaces. My effort, in addition to expanding this concept, aims to investigate the constitutive nature of between-mean(s) from the political experiences of four groups organized politically. So, we started from the following problems: I) how is it constituted or who constitutes it? II) How is it born, developed, and established? III) How are the speeches structured and who holds them? IV) In what way and way (means) do the subjects (politicians) have such access and how is their structure established? V) What are the subjective and intersubjective motivations that lead the subjects to act, “to turn toward”? Three are the “Constitution Stages” that will phenomenologically elucidate these issues. Therefore, the thesis understands that a new beginning of phenomenology was announced by Husserl in “Die Krisis der europäischen Wissenschaften”. This beginning is about a renewal that calls for an effort to establish a phenomenology of the political world, or rather, a phenomenology of the political world (Politischen Welt)Item Acesso aberto (Open Access) Movimentos indígenas no Acre: interculturalidade e produção de saberes face a situação colonial(Universidade Federal do Pará, 2024-09-30) ARAUJO, Felipe Nascimento; GARCÉS, Claudia Leonor López; http://lattes.cnpq.br/5655397771707702; https://orcid.org/0000-0001-9550-0152The Thesis is based on an analysis of three intersecting dimensions of the indigenous movement in Acre: the protagonism of Indigenous Agroforestry Agents (AAFIs), the protagonism of women, and the protagonism of youth. The aim was to understand how, through intercultural practices, agents of this movement produce knowledge about the colonial situation to which indigenous peoples are subjected. In this direction, there is a discussion of macro concepts such as the Anthropocene to understand the contemporary colonial situation, in an effort to intertwine them with the visions of these and other leaders. The thesis emerges in the form of a descriptive mosaic and interweaves a line of discussion about interculturality as an art of interethnic relations, its possibilities and limitations in facing the threats inherent in the colonial situation by the indigenous peoples with whom the fieldwork was conducted.Item Acesso aberto (Open Access) Pedagogia da alternância e(m) etnodesenvolvimento: realidade e desafios(Universidade Federal do Rio Grande do Sul, 2017-12) OLIVEIRA, Assis da Costa; PARENTE, Francilene de Aguiar; DOMINGUES, William César LopesThis article analyzes the implementation process of Pedagogy of Alternation in the degree course of Ethnodevelopment, hosted by the Federal University of Pará, Altamira campus, Brazil. Initially, it reflects on theoretical framework that ground the alternation in the perspective of ethnodevelopment and interculturality. Subsequently, it analyzes the educational gains from the adoption of the methodology, particularly in the scope of the relation between theory and practice, traditional knowledge with scientific knowledge, as well as the problems and challenges that its adoption generates in the management scope and in the teaching practice.Item Acesso aberto (Open Access) Peixe frito, Santos e Batuques: Bruno de Menezes em experiências etnográficas(Universidade Federal do Pará, 2018-04-06) WANZELER, Rodrigo de Souza; PACHECO, Agenor Sarraf; http://lattes.cnpq.br/5839293025434267In this thesis, I undertake a study that primarily tries to present another reading key for the intellectual production of Bruno de Menezes (1893-1963), who gained prominence in the Amazon cultural scene as a great literary. Thus, I try to reconstitute important aspects of his life trajectory, I highlight representations of the daily life of the city of Belém coming from his social and political experiences and I focus the diversity and plurality of voices, coming from the latent interculturality in Belém of the first half of the twentieth century. In this exercise, I explore the ethnographic bias in some of his main compositions, an interpretive line chosen to resignify the studies on the black literate. In order to achieve the central objective of the research, in other words, the thesis that stitches the work, some questions became the north: What ethnographic experiences make up the life trajectories of Bruno de Menezes? How did the intellectual perceive himself and others in his writings? In what conditions and circuits did the writer conduct research and produce writings about the cultural dynamics in paraense scenarios of the Amazon? Finally, what is the importance of Bruno as a social thinker for the Amazon context in the first half of the twentieth century? The formulation and understanding of these issues are anchored in the theoretical-methodological cross-cutting of an ethnographic know-how that was aligned in the connections of Anthropology with Literature and Folklore, Cultural Studies, Postcolonial Studies and Oral History and it verticalizes in a field that literary works, folk surveys, photographs and oral reports reconstruct evidence of and about the writer on screen. In view of the above, I divide the academic text into two parts: in the first, I deal with Bruno's various paths throughout his life and emphasize established networks, which have contributed to the formation of his self-constitution and critical repertoire. In the second part, I approach three productions of Bruno de Menezes - Boi Bumba: auto popular; São Benedito da Praia: Folclore do Ver-o-Peso and Batuque. The intention is to reconstitute and analyze the ethnographic experience of these literary compositions and dare to include the black jurunense in the roll of the great thinkers about the culture in the Amazon, going, thus, beyond the literary aspect, facet which Bruno is really recognized. So, I think that from every epistemological background in which the thesis is supported, another Bruno de Menezes is unveiled, the esthete of the word is also an ethnographer of the paraense Amazon.Item Acesso aberto (Open Access) Práticas de ensino de professores de português-língua estrangeira: os impactos da heterogeneidade(Universidade Federal do Pará, 2017-12-19) SANTOS, Janderson Martins dos; PAREJO, Isabel García; CUNHA, José Carlos Chaves da; http://lattes.cnpq.br/3117544056791050With this present research, we tried to contribute with the studies that deal with the teaching and learning of foreign languages / cultures in classrooms marked by the linguistic-cultural heterogeneity of the learners. From this perspective, we carried out an investigation to assess the impacts of the linguistic-cultural plurality of learners on the role of teachers in PLE classes. In particular, we investigated how the presence and interaction of different cultures have influenced, the planning, didactic-methodological decisions in the PLE / PEC-G classes of UFPA, and, effectively, the teachers‟ act, who participated in our study, in the classroom in that context. Our investigation was mainly based on theories concerning the teaching activity (CICUREL, 2007, 2011, 2013) and the didactic repertoire (CAUSA, 2012, CICUREL, 2011) and, also on the theoretical contributions of the French line ergonomics, and, in particular, to the dimensions of the analysis of the work, which are: the prescribed work, the actual work and the work represented (DANIELLOU, LAVILLE, TEIGER, 1983, AMIGUES, 2004 and LOUSADA, 2004). In addition, we have supported our reflections to studies focused on interculturality and intercultural approach in the foreign language classroom (ABDALLAH-PRETCEILLE, 2001; LEIVA, 2010; BESALÚ, 2002; 2004; WALSH, 2005; CONSELHO DA EUROPA, 2001; TATO, 2014). We used, as data analysis, classroom observations documented in audio and observation records, as well as interviews with teachers. The main subjects of our research were the teachers who worked in the preparatory course for the Celpe-Bras exam - between the years 2013, 2014 and 2015 - for the students of the Program Graduation Agreement (PEC-G) of the Federal University of Pará (UFPA), which come from different cultures. Our research has shown that teacher action is impacted in different ways by the diverse educational cultures present in the classroom and that is associated with the nature of the didactic repertoire of each teacher. It also pointed out that in plurilingual and pluricultural PLE classes, the teaching practices based on a more actional and intercultural approach are more effective in decreasing recurrent cultural conflicts when working with such audiences.Item Acesso aberto (Open Access) Relações interculturais em processo educativos de povos ribeirinhos da Amazônia(Universidade Federal do Pará, 2019-09) COSTA, Kleby Miranda; LOPES, Jorge DominguesIntercultural practice, in the teaching of foreign languages, contributes to the construction of soothing relationships in the field of tolerance, respect for others and the reception of a positive reading of the social and cultural plurality that envisions the educational life of students. The objective of this work was to analyze the intercultural translations in the practice of foreign language teachers, at the Almirante Barroso Elementary School, in the city of Mocajuba PA, highlighting in this process the cultural translation and the linguistic dimension in the riverside school. During this investigative journey, this project presented theoretical contributions that helped to form a new vision in these between places of linguistic and cultural interaction: Jorge Larrosa (2002); Jacques Derrida (2002) in a postcolonial view stood out: Homi Bhabha (2011) and with a post-critical approach in the field of curriculum: Sandra Corazza (2007); Michael Foucalt (2013) and Tomaz Tadeu da Silva (2000). The results pointed out that the linguistic elements are directly linked with the cultural questions of the language being studied, as well as of the local culture itself. This connection occurs through a dialogue between identity and difference. This study aimed at creating a social project in 2014 that partnered with public universities in the region, where it provided free English language classes to several young people from public schools in the city of Mocajuba PA.