Banca de DEFESA: MÁRCIA SENGER

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
DISCENTE : MÁRCIA SENGER
DATA : 25/09/2020
HORA: 14:00
LOCAL: sala virtual RNP/UFSB
TÍTULO:

INDIGENOUS EARLY CHILDHOOD SCHOOL EDUCATION IN OKA KATUANA: THE AFFECTIVE REPRESENTATION IN THE CONSTRUCTION OF THE LEARNING IN TUPINAMBÁ CHILDREN FROM OLIVENÇA (ILHÉUS/BAHIA)

PALAVRAS-CHAVES:

Educational policies, affectivity, teaching-learning, Tupinambá children, identity, decoloniality.

PÁGINAS: 130
GRANDE ÁREA: Ciências Humanas
ÁREA: Educação
RESUMO:

This dissertation has as its initial purpose to analyze the educational policies and practices of indigenous school education and the relations between relatives in the teaching-learning processes of Tupinambá de Olivença children (Ilhéus / Bahia). It started from the perspective of studying affective representations as part of this school context. The research was carried out at the Oka Katuana, a living space of the Creche Municipal Indígena and the Annex of the Escola Estadual Indígena Tupinambá Amotara - EEITA. Methodologically and conceptually the assumptions of this study used multimethods developed through observation, data collection and study of the authors presented during classes in the Graduate Program in Teaching and Ethnic-Racial Relations at the Federal University of Southern Bahia - Campus Jorge Amado (PPGER-UFSB-CJA). However, this dissertation has as its main basis the interaction with the School Community of Oka Katuana in their daily experiences among indigenous children, educators / educators, employees / employees and Tupinambá families. Thus, the Intervention and Educational Product Project presented here were the result of a collective construction with that School Community. In the first part of this dissertation, I present a Descriptive Memorial showing my trajectory until the present writing. Right after talking about the Intervention Project, pointing out the paths that emerged from the interaction with the School Community of Oka Katuana. I conclude by presenting the Educational Products constituted collectively with that School Community, having as principles a decolonial and paulofreriana perspective. Again, I emphasize that this path was inspired by the relations between relatives in the teaching-learning processes of Tupinambá de Olivença children (Ilhéus / Bahia). Likewise, the Katuana Day Care Community's desire to build a guided and organized performance in an indigenous and differentiated way. That is, in the understanding of this study, a decolonial, intercultural performance inspired by the thought of Paulo Freire.

MEMBROS DA BANCA:
Presidente - 066.250.508-57 - CARLOS JOSÉ FERREIRA DOS SANTOS - UESC
Externo à Instituição - Flávia Cristina de Mello - UESC-BA
Externo à Instituição - José Valdir de Jesus Santana - UESB
Externo ao Programa - 1803265 - LILIAN REICHERT COELHO
Interno - 1147950 - RAFAEL SIQUEIRA DE GUIMARAES