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Disertaciones |
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1
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PEDRO NAZOKEMAI
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ARQUITETURA INDÍGENA HATI: A casa Haliti Paresi na comunidade como forma de fortalecimento da identidade
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Líder : LISANIL DA CONCEICAO PATROCINIO PEREIRA
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Data: 28-jul-2022
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???mostrarAbstract???
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The present research approaches the theme of indigenous architecture and its insertion in the curriculum of indigenous education in Haliti Paresí. It deals with the discussions on the insertion of indigenous knowledge in the curricula of schools, taking as a reference for reflection and production the knowledge related to the traditional house or Hati. The Haliti Paresí are speakers of an Aruak family language and currently live in about 64 villages spread over six indigenous lands that have already been demarcated and another three in the process of being demarcated
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2
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SATURNINA URUPE CHUE
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A ESCOLA ESTADUAL INDIGENA CHIQUITANO JOSE TURIBIO NA ALDEIA VILA NOVA BARBECHO: LUTAS, CONQUISTAS E DESAFIOS DE UMA EDUCAÇÃO ESCOLAR INDIGENA ESPECIFICA E DIFERENCIADA.
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Data: 28-jul-2022
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???mostrarAbstract???
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The present research aims to analyze the process of access to specific and differentiated Indigenous School education by the Chiquitano from/in Vila Nova Barbecho Village, as a process of struggle, resistance, where I place myself as an integral member of this process.It seeks to identify and describe the paths taken to fulfill the collective desire to build and implement the Chiquitano José Turíbio Indigenous State School in Vila Nova Barbecho Village – Porto Esperidião/MT.It also seeks to identify and describe the implementation of cultural practices carried out at school by teachers and students, in order to strengthen the Chiquitano community, identifying, in the process, the doing/knowing/being of specific, differentiated and intercultural indigenous education.For the survey and data collection, a bibliographic research on the subject was carried out, with a search in documents and files about the history of the school, in addition to interviews with teachers, students and village leaders, people who participated in the historical process of the school. struggle for access to differentiated school education. As a pedagogical product, a Pedagogical Booklet was produced to be used as teaching material by teachers and students.The research reveals the challenges faced and also the achievements made with the implementation of the school, among them the strengthening of the culture, the resumption of the Chiquitano language and the recognition of the right to the ancestral territory.
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3
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POMERQUENPO TXICAO
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TRAJETÓRIA DO POVO IKPENG PARA A REGIÃODO ALTO XINGU
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Líder : CARLOS EDINEI DE OLIVEIRA
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Data: 24-ago-2022
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???mostrarAbstract???
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This dissertation presents a preliminary record, in the view of the Ikpeng, about the transfer of my of the people (Ikpeng) from the traditional Jatobá territory, to the Xingu indigenous territory, their land today. They were transferred from the region they inhabited, on the banks of the Jatobá River, located in the current municipality of Paranatinga - MT, in 1967. A forced transfer by the sertanistas brothers Villas Boas, Claudio Villas Boas, and Orlando Villas Boas. We were transferred to the upper Xingu region. At the time, the Villas Boas were in contact with the peoples of the upper Xingu: Waura, Mehinaku and Matipu and others. Then, by plane, they managed to locate the village of our people and first flew over the village dropping gifts and brown sugar. The Ikpeng, initially called the coconut sugar from the plane. They had several overflights in the region, only later, they landed in the field near the village of the Ikpeng. When my people first had contact with the Villas Boas brothers, they already had contact with the adventurers, miners who passed through the region where the Ikpeng lived. The garimpeiros went by canoe down the Jatobá River. First the Ikpeng had contact with the garimpeiros and later with the sertanistas. To present the trajectory of the Ikpeng people to the Upper Xingu in the view of the elders, the research was carried out in the villages where the elders reside. Three elders were interviewed, Kampot Ikpeng in Moygu village, Oyope Ikpeng in Kurure village and Yakuma Txicao in Pavuru village. The interviews were recorded on the cell phone, then translated from Ikpeng into Portuguese. To complete the production of the dissertation, readings about my people produced by anthropologists and research in documentary videos available on the internet were carried out.
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4
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NARAIEL PAITER SURUI
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PRÁTICAS DE LEITURA, ESCRITA E GRAMÁTICA NO ENSINO DA LÍNGUA PAITER NA ESCOLA ESTADUAL INDÍGENA SERTANISTA APOENA MEIRELLES
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Líder : MONICA CIDELE DA CRUZ
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Data: 25-ago-2022
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???mostrarAbstract???
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This dissertation has as its theme the teaching of mother tongue in the indigenous school Escola Estadual Indígena Sertanista Apoena Meirelles, in Rondolândia-MT. The objective of this work is to discuss and develop a didactic-methodological proposal for the teaching of the Paiter-Suruí language in indigenous schools of the Sete de Setembro TI, focusing on the teaching of writing and grammar, especially verbs in the language. In addition to this objective, we also want to contribute to the strengthening and maintenance of our mother tongue in our villages, through the school, which plays a very important role in working with the written modality of the language. The choice to work on this theme was due to the fact that our schools do not have specific authorial didactic productions for teaching the Paiter-Surui language. Our reflections will be based on authors who deal with the subject, such as (PAULA,.2018), (PIMENTEL DA SILVA), (BANIWA), in addition to the guidelines of the National Curricular Reference for indigenous schools (RCNEI,.1998), among other legislation relevant to indigenous school education. The methodology of my work is composed, on the one hand, of bibliographical research, with the deepening of the study of the works already mentioned and the search for complementary bibliography for the writing of the dissertation, on the proposed theme. And as it is a Professional Master's, the focus is on the pedagogical action and on the proposal of a pedagogical/educational product. The pedagogical action consists of the didactic-methodological course, during which I conducted, as a mediator, the entire teaching-learning process focused on the mother tongue, working, from a mythical narrative of the people, reading, written production and some verbs. of the language. Different texts were produced in the mother tongue, reading and textual comprehension activities were carried out, activities on the agreement of the pronoun with verbs from the Paíter language. All this didactic-pedagogical course resulted in a notebook of activities as an educational product for the two schools in our village.
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5
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KAVISGO TXICÃO
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HABITAR E SER HABITADO NO PARQUE NACIONAL DO XINGU:
as alterações ambientais e suas interferências nas práticas culturais do Povo Ikpeng
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Líder : RAIMUNDO NONATO CUNHA DE FRANCA
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Data: 26-ago-2022
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???mostrarAbstract???
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The Ikpeng society is a people speaking of the linguistic trunk of the karib family, are currently located in the Indigenous Land of the Xingu MT, specifically in the region that covers the middle Xingu, and are divided into six villages, the four villages that are: Moygu, Arayo, Paranoá, Kurure, which are located in the municipality of Merry Christmas MT, and in the municipality of nova Ubiratã is located the village Pïrino, in Nova Ubiratã, and the rawo village, and in the municipality of Paranatinga.
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6
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LUIZINHO ARIABO QUEZO
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O LÉXICO NA CATALOGAÇÃO DE ESPÉCIES DE PEIXES DOS RIOS DO TERRITÓRIO BALATIPONÉ
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Líder : MONICA CIDELE DA CRUZ
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Data: 26-ago-2022
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???mostrarAbstract???
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This dissertation is related to the project of the Jula Paré Indigenous School on the ethnic, cultural and linguistic revitalization of the Balatiponé people. It contributes to strengthening the training of professionals in indigenous intercultural education, as well as to school education in the village and to the revaluation of the Balatiponé indigenous culture. Our reflections are based on studies related to the lexicon, especially in Balatiponé indigenous authors, authors who deal with the teaching of the mother tongue, such as (BIDERMAN, 2001), (ANTUNES, 2012), (PAULA, 2018), in addition to the Curricular Reference National for Indigenous Schools (RCNEI), among other authors who deal with the subject of this work. Our main objective is to carry out the cataloging, in the mother tongue, of the fish species existing in the Paraguay and Bugres rivers of the territory of the Balatiponé indigenous nation. In addition, it proposes to expand the cultural and identity notion, encourage and keep registered the names of this animal species with the main purpose of social repercussion with the community of speakers and the people as a whole. Among the specific objectives, an illustrated catalog, with short descriptions, in the Balatiponé language (lexicon and short sentences), about the fish species existing in the streams and in the main tributaries of the Umutina territory, produced together with my 1st year high school students, from the Jula Paré State School of Indigenous Education.
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7
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JONES DE ADENILSON MANHUARI CRIXI
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O ENSINO DA LÍNGUA MONJOROKO ATRAVÉS DOS CÂNTICOS:
Uma possível metodologia para o fortalecimento linguístico e cultural
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Data: 29-ago-2022
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???mostrarAbstract???
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This research is about the teaching of the Munduruku mother tongue focusing
on traditional songs, we believe that it is a possibility of teaching and learning to strengthen
the written and orally written mother tongue. The mark that history left us with the extermination
and the various forms of violence practiced against the indigenous people generated,
among the surviving groups, strategies, organized or not, of permanence and perpetuation.
These would be operationalized through silencing, negotiation, flight or rebellion,
depending on the historical moment and context in question. The culture and adaptations resulting
from interethnic relations have shaped, over the centuries, among the different surviving indigenous peoples
in these areas of ancient colonization political traditions of indigenous resistance that are rescued, updated,
resignified and operationalized with each threat that is posed to these populations. . And we indigenous people
need to fight to strengthen ourselves, every year Brazilian politics threatens the lives of the indigenous
population, we seek in this movement to preserve our ancestral roots and the mother tongue is one
of the objectives that we need to strengthen and preserve.
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8
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MARCELO MANHUARI MUNDURUKU
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EMPRÉSTIMO LINGUÍSTICO NA LÍNGUA FALADA PELO POVO MUNDURUKU DE MATO GROSSO.
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Data: 29-ago-2022
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???mostrarAbstract???
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This work is the result of a research carried out in the Nova Munduruku village, in the municipality of Juara Mato Grosso, on linguistic borrowing from the Portuguese language to the Munduruku language, as a way of producing didactic material, such as an illustrated dictionary of the most used borrowings for the literacy in the Munduruku language, which had the participation of several people from that village, and as a means of production the University of the State of Mato Grosso UNEMAT, Campus of Barra do Bugres-MT, and the Postgraduate Program Stricto Sensu Professional Master in Teaching in Intercultural Context, carried out by FAINDI- Faculdade Indígena Intercultural, a work of great relevance to the Munduruku community, bringing with it a little of the historical context and contact of the Munduruku People, and also the forms of relationship that our ancestors had, in this period, because this was the purpose of this work, which would be the collection of information from people in the village as well as from records historical, for an enrichment of this material, because it always had the need to have a more specific subject, in the classes of traditional language, and that this work comes to supply in a strategic way this demand, taking into account the context that the Munduruku People are inserted in a since we are from the state of Pará, region of the Tapajós River basin, highlighting the main points of our arrival in this place and the reasons why we created ties in this region such as the Arinos River valley, describing the difficulties and facilities we had until the foundation of this village, the process of involvement with the other indigenous peoples of this region, and especially the sociolinguistic situation, the projects developed with the purpose of strengthening language policies in this place, and what led us to come to this region with details of how the life of the indigenous people was in this period, and the people who are still in our midst who took part in coming to this place r, we also highlight the situation of the grammatical structures of the Munduruku language comparing the Portuguese language, and its segments, in order to reach a plausible understanding, about the functioning of these loans, which are spoken and which are growing in the Nova Munduruku village, bringing narratives from both young people and people who are in formation process in the school of this village, and their opinions that serve as indicators to be have a forecast of their perspectives for this community when and if they become leaders, and for the citations I had as a basis for the research the “Linguistic loan” to be to have reference material that could support the points of view developed during the research, and to find concepts for the deepening of such questions, with regard to lexicons and the loan itself, but which provided a basis for curiosity was the response of the people who were interviewed, because from them I obtained information that, even being from this community, was imperceptible in some behavior and way of to understand the reality of the use of the Munduruku language, in the village and for the production of the material.
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9
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NILCE ZONIZOKEMAIRÔ
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ZERATI, O CANTO HALITI PARESI NO CONTEXTO PEDAGÓGICO
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Líder : WALDINEIA ANTUNES DE ALCANTARA FERREIRA
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Data: 31-ago-2022
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???mostrarAbstract???
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This master's dissertation is related to the theme of the curriculum of indigenous school education. It proposes to discuss the insertion of the traditional music of the Haliti/Paresi in the context of the schools of the villages of the Paresi Indigenous Land. It aims to contribute to the construction of an indigenous curriculum, considering traditional knowledge about the Haliti/Paresi Song (Zerati) in the pedagogical context and showing its importance for our spirituality and strengthening our essence as a Haliti/Paresi people. The methodology is part of qualitative participatory research with pedagogical workshops, having as a central element the traditional songs together with the students of the Zozoiterô Indigenous Municipal School and the Malamalali Indigenous State School in the Rio Verde village. The research pointed out that the inclusion of traditional chants in the school curriculum is fundamental for the appreciation of culture and strengthening of a specific and differentiated curriculum proper to the Haliti/Paresi pedagogy. It also enabled the production of important pedagogical materials for teaching and learning, in reflection, about traditional knowledge about Zerati.
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10
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ROMERO MOPIDAPENEN PAITER SURUÍ
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A FUNÇÃO SOCIOPOLÍTICA E CULTURAL DA DOCÊNCIA INDÍGENA
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Líder : HELOISA SALLES GENTIL
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Data: 09-sep-2022
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???mostrarAbstract???
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This paper looks after the teaching in the Paiter Suruí indigenous school due to the challenge of the non-indigenous knowledge and the traditional culture. The national legislation guarantees the right to specific and differentiated education and also access to technical, scientific information, and cultural knowledge of the national society, other indigenous societies, and non-indigenous societies. The teacher is responsible for properly managing and guiding the work towards the fulfillment of these rights, which involves the school community, its times and spaces, and the relationships with educational institutions. The objective of this study is to problematize the sociopolitical and cultural function of indigenous teaching in the context of Indigenous School Education understanding. The interview with people from the community is the procedure adopted to collect the information, and the analyses were based on bibliographic studies and documents that establish the legal bases of this education.
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11
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EDICLÉIA PARESI
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A LIDERANÇA DE DANIEL MATENHO CABIXI E JOÃO ARREZOMÃE: CONTRIBUIÇÕES PARA A FORMAÇÃO CONTINUADA DE PROFESSORES HALITI PARESI
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Líder : MARIA HELENA RODRIGUES PAES
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Data: 12-sep-2022
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???mostrarAbstract???
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Daniel Matenho Cabixi and João Arrezomae were two great leaders of the Halliti Paresi people and were always concerned with the schooling of children, fearing that the school could make students forget their culture. For them, the school should work in favor of the People and not in favor of the surrounding society. These leaders participated in many meetings in City Halls, Funai and even in Brasília to defend a school that could value the Halliti Paresi culture. This work aims to reflect and discuss on Continuing Teacher Training for Haliti Paresi school education, using the thoughts and proposals for indigenous school education of these two great leaders. To build this work we bring brief information characterizing the ethnicity, as well as some notes on school education in the context of Paresi villages. In particular, we bring a section on Continuing Education of Indigenous Teachers, as well as the importance of focusing pedagogical work on cultural practices and traditions. In order to discuss the importance of culture and sacred values for the Haliti Paresi in the routine of the School, we will look for several articles that were published by Daniel Matenho Cabixi, interviews in newspapers, by Daniel and João Arrezomae, as well as we will look for documents in government bodies that indicate the claims of these leaders about the specific and differentiated school. Thus, FUNAI and the Municipal Department of Education of Tangará da Serra will be contacted to look for documents and minutes of courses that these two leaders participated in and spoke about their ideas about school education in the villages. Elders and teachers who participated in meetings and courses in which these leaders spoke about school education will also be interviewed, as well as about the advice they heard from Daniel Cabixi and João Arrezoae So, this research will be bibliographic, documentary and field. The questions that can be discussed to build this work are: how to assemble a support material for Continuing Education of Haliti Paresi Teachers using the ideas of cultural leaders? What proposals did Daniel and João Arrezomae make for the school to be closer to the culture of the Haliti Paresi People? Seeking to value these two leaders, this work will be concluded with the production of support material (it can be in the form of an E-BOOK) specific to the training of Haliti Paresi teachers in order to value and enhance the traditional culture of our people in school education routine.
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12
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KOXAWIRI TAPIRAPÉ
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ALFABETIZAÇÃO DAS CRIANÇAS APYÃWA E LETRAMENTO EM LÍNGUA MATERNA
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Data: 15-sep-2022
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???mostrarAbstract???
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This text presents the results of my Master's research in Teaching in an Intercultural Indigenous Context, based on the experience and coexistence with my Apyãwa people, from the Urubu Branco Indigenous Land, located in the Northeast region of the state of Mato Grosso in the Middle Araguaia, with the objective of building a reflection on a new literacy paradigm for Apyãwa children, to strengthen the school context of our society. The reflections emerged from the theme Apyãwa Children's Literacy and Mother Tongue Literacy and, in this sense, the literacy methodology in the Apyãwa child's mother tongue fits the sociocultural educational process of our community. The method used was the analysis of the collected data, through which we will be able to develop and build a proposal aimed at our reality to meet the demand of our community, making it possible to overcome the difficulties encountered in the teaching and learning process in the mother tongue. For this research, observations were made in classrooms, field classes with teachers and interviews were carried out with Apyãwa sages in the Tapi’itãwa village. I hope that the results of this research can make possible the reflections made in context for the training of Apyãwa teachers in contextualized teaching in the school environment.
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13
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NIVALDO KORIRA'I TAPIRAPÉ
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T A K Ã R A - A Casa da Sapiência Apyãwa
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Líder : ADAILTON ALVES DA SILVA
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Data: 22-sep-2022
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???mostrarAbstract???
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This dissertation aims to investigate the importance of Takara as a central space for vitalization, maintenance and strengthening of the sociocultural epistemology of the Apyãwa people. As the Korako says, “Takãra aoxekato raka’e xanewe Apyãwa ramõ kwewiwe, maryn maryn xane kaãwa ramõ, tarywa rerekaãwa ramõ, xepaanogãwa rerekaãwa ramõ”. ‘Takãra is irreplaceable, essential since its origin for the vitalization of cultural practices, traditional and religious knowledge of the Apyãwa people’. This research brings important reflections so that Takãra can be valued and strengthened even more, providing opportunities for the renewal and intellectual formation of ceremonial leaders of the new generations. In this sense, it is intended to have a greater impact on school discussions, meetings and assemblies, enabling them to be interesting for everyone and especially for Apyãwa youth. With this, we hope that the research will bring more incentive for the continuity of the work developed at the school with the Apyãwa children and young people, supporting the initiative of the millenary sociocultural practices of the community. To carry out this research, we have valuable partnerships with the “living library” of my Apyãwa people, who have a lot of knowledge on the subject, in addition to the bibliographic and ethnographic research of the Apyãwa people – Tapirapé. The main methods used were participation in cultural activities in the villages, school activities, participation in night conversations at Takãra (Casa Ceremonial) and semi-open interviews with elders.
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14
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ENEIDA KUPODONEPÁ
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A interculturalidade presente nos conhecimentos tradicionais e conhecimentos científicos da pesca com o timbó do povo Balatiponé Umutina.
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Líder : JUSSARA DE ARAÚJO GONÇALVES
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Data: 28-sep-2022
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???mostrarAbstract???
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This work aims to register and disseminate through writing the traditional knowledge related to the traditional fishing of the Balatiponé/Umutina people, known as fishing with the timbó, whose knowledge addresses, for example, the rules that involve the ritual, storage of fish captured, etc. It is also wanted to register changes that have taken place over the years and how it is currently being organized by the community, especially by the Jula Paré Indigenous School, whose teachings seek to value the local and traditional knowledge of the people. In order to do so, bibliographic and field research studies were carried out with a qualitative approach that contemplated the stories and experiences by the interviewees. The sources also, for the most part, were oral knowledge, told and lived by the local people. Interviews and activities were carried out with some of the students of the school and also with some parents of students and leaders of the territory. Data registers were made in the field notebook and by cell phone (mostly) due to the COVID-19 pandemic. And, most importantly, it was approached from the point of view and perspective made by an indigenous teacher who works at the Jula Paré Indigenous Education school and belongs to the Balatiponé/Umutina people.
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15
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MICAEL TURI RONDON
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HISTÓRIA EM QUADRINHOS NO ENSINO DE LÍNGUA PORTUGUESA NA ESCOLA KOMOMOYEA KOVOÊRO – TERENA MT
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Líder : LUCIMAR LUISA FERREIRA
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Data: 03-oct-2022
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???mostrarAbstract???
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This research deals with the challenges faced by teachers at the Terena Indigenous State School of Komomoye Kovoêro to teach the Portuguese language to students Terena and Mebêngôkre (Kayapó). Considering the multilingual context of the State School in which three languages are spoken (Terena, Kayapó and Portuguese), Portuguese teaching experiences were developed, based on the reading and production of comics. This research proposal has a qualitative character (MINAYO, 2001). The pedagogical practices applied occurred through the Didactic Sequence resource (SCHNEUWLY; DOLZ, 2004). The resource used made it possible to interact with the realities of these indigenous peoples in question, as it was through the Comics that the actions were developed. The comics were chosen because these textual genres in comics allow pedagogical practices that cover different areas of knowledge and different age groups of students. As a recording instrument, the activities developed in the classroom, field diary notes, observations in the classroom, as well as reports from students and people from the community were collected after the completion of the didactic action. The work is theoretically based on authors such as: BARBOSA; BRANCHES; MARCUSCHI; TRAVAGLIA among others. The result of the present work makes it possible to be a methodological source for Terena MT teachers and in other realities that face the same situation in this vast field of cultural wealth.
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16
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EDIVALDO LOURIVAL MAMPUCHE
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O CÉU DO POVO MANOKI E SEUS ENSINAMENTOS SOBRE A TERRA
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Líder : JOÃO SEVERINO FILHO
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Data: 23-nov-2022
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???mostrarAbstract???
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This work is an investigation of Manoki time markers and makes an ethnographic record of stories, learning, observations, rituals and cultural festivals for the understanding of the Manoki universe and its location in space. Through recording strategies, conceptions about time, space and ritual can be related, realizing how the Manoki, through observation of the sky and nature, orient themselves and, as a consequence of learning about the stories heard, look at the sky at night and manage to make an understanding reading of everything you need to live in time and space. This analysis takes into account the Manoki's native perspective and the transformations in their world and the role these records may have for this people. This work aims to strengthen traditional knowledge and practices and that these consolidate among young people to strengthen the identity of the people themselves. Through this we can work the areas of knowledge in the various forms of real knowledge, whether in the observation of the stars, the sky and the time to make the constructions of the houses and the gardens. In addition to time markers, there are learned signal codes, these are perceived by the song of a bird or the moon or sun with a rainbow around it, or even a yellowish sun in the late afternoon, these codes in many times for the Manoki are omens, someone could get sick or one of the people could die.
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17
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CAIMI WAIASSÉ XAVANTE
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A INFLUÊNCIA DA TECNOLOGIA AUDIOVISUAL NO JEITO DE FALAR DAS GERAÇÕES XAVANTES MAIS JOVENS
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Líder : NEODIR PAULO TRAVESSINI
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Data: 28-nov-2022
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???mostrarAbstract???
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This research is being carried out in the Pimentel Barbosa Indigenous Land, Ẽtênhiritipá village, located in Canarana and Ribeirão Cascalheira-MT. The interest on this research topic arose when I began to observe the presence of Portuguese terms in the oral language of people in this community. The objective is to investigate and analyze the borrowings of words from the Portuguese language to the Xavante language, having as a motto the influence of audiovisual technology, television and cell phones, etc., in people's daily lives. As a theoretical basis, I consulted the following authors: Carvalho (2009); Alves (1994) and Quintino (2012) that allowed me to explore such social phenomena. For data collection, young people from the Samuel Sahutuwẽ Indigenous State School of Basic Education answered a bilingual form with questions about the use of technology. I also did field notes during interviews with elder people and students. The participants' answers were transformed into data that allowed me to learn about borrowing words from the Portuguese language; how people are behaving and thinking in the village. I also observed their routine interaction, mainly, listening to their speeches both in the villages and in the cities of Canarana and Água Boa, in 2020 and 2021. From the research, I observed that these technologies are putting our ancestral customs at risk, for instance, to give names to things, in our mother tongue. Instead, objects are being named according to the vocabulary of western society. Thus, the borrowings of words from the Portuguese language have been rapidly transforming the way of the Xavante people of Ẽtênhiritipa village speak.
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18
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MARIA SIRIA RUPE
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ENSINO DA LÍNGUA CHIQUITANO E O REGISTRO DE GÊNEROS TEXTUAIS ORAIS
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Líder : LUCIMAR LUISA FERREIRA
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Data: 12-dic-2022
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???mostrarAbstract???
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This research deals with teaching the Chiquitano language and textual genres. The objective is to develop a proposal for teaching the Chiquitano language, recording oral textual genres which are in the memory of the people. For this, the ancestral mother tongue teaching experience was carried out with the use of didactic sequences and the post on a blog, created for this purpose. In these sequences, greetings, traditional narratives and songs were worked with high school students from the Chiquitano Indigenous State School. In the didactic sequences, there was the participation of the elderly speaker of the ancestral mother tongue both in the recording of the videos and in practical activities in the classroom. The videos, produced and recorded with the elder and the students in the classroom, were edited and posted on the Lingua Chiquitano blog, providing access to the community and other people interested in the subject. What is expected from this work is that the recording of oral textual genres can provide the strengthening of oral practices of the Chiquitano indigenous language.
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19
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WARAXOWO'I MAURICIO TAPIRAPÉ
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Ensino de palavras masculinas e femininas na língua Apyãwa: resistência cultural e linguística
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Líder : REJANE CENTURION GAMBARRA E GOMES
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Data: 15-dic-2022
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The purpose of this work is to present the importance of using masculine and feminine words to maintain Apyãwa linguistic epistemologies, as a symbol of the cultural and linguistic resistance of the community, with regard to knowledge and about social organization, songs, communication, traditional festivals, rituals and connection with the supernatural world, according to Apyãwa cosmological explanation. As the sages of the community say, in the concentration of our knowledge, there is the knowledge that we share and experience, in a special way, during all the periods of our experience in a relationship with our millenary knowledge. Communication among the Apyãwa revolves around the movement of knowledge, which occurs through signs and symbolic manifestations, interpreted by us as cosmic languages. These are languages that, in a way, guarantee the identity of the male and female sexes, with the Apyãwa being. This work therefore brings a set of reflections on the use of the masculine and feminine word, on linguistic knowledge, interpreted from the flow of the Apyãwa social discourse, which expresses knowledge produced from different ways of living. Interviews were carried out with wise men, with some teachers from the Apyãwa villages, in addition to participating in some workshops and seminars, also in cultural activities in the village, school activities, participation in night conversations at Takãra, where subjects and problems related to the people and their knowledge as Apyãwa. A documentation of masculine and feminine words of the Apyãwa mother tongue "Tapirapé" will be made, which are taught by parents, and within the family, which will be made available for the exclusive use of the community school, as the pedagogical teaching product, aimed at strengthening of the masculine and feminine words Apyãwa. This research intends, therefore, to investigate the methodologies used or approached by the Apyãwa teachers for the students of different grades, to create a path that meets the demand of inclusion of the teaching of masculine words and feminine words in the State Indigenous School "Tapi'itãwa", and thus recover the strengthening and valorization of the own identity of knowledge, and of the Apyãwa people, in the context of the use of the mother tongue.
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