Dissertações/Teses

2024
Dissertações
1
  • Jurandir Zezokiware
  • NARRATIVAS ORAIS EM SALA DE AULA: A HISTÓRIA E O CANTO DE KOKOTERO

  • Orientador : ALEXANDRE MARIOTTO BOTTON
  • Data: 12/01/2024


  • Mostrar Abstract
  • The Haliti-Paresi language belongs to the Aruak linguistic family, spoken by a people with the same name, in the state of Mato Grosso, which is 500 km from Cuiabá. Currently, the Paresí have a population of 3,000 people, 90% of whom are bilingual in indigenous language and Portuguese. In the village, they communicate with each other in their mother tongue, and with non-indigenous people and other ethnic groups through Portuguese. This research aims to present aspects related to the traditional history of the Haliti people called “Kokotero: the origin of cassava” which tells the origins not only of cassava, but of other plants. The story narrates that Kokotero's mother buried her daughter and cassava was born from her. Then, other women also decided to bury their daughters to see if cassava would be born: katyolalo buried his daughter and katyola (mangaba) was born, zohityalo buried his daughter and zohitya (cashew) was born, and zawacero buried his daughter and zawace/ ketewakolore was born ( without translation). These native fruits are found in the cerrado, in the countryside and in the woods and this story will be investigated in different contexts: sung, narrated and in bezenções. Through this narrative research, the semantic aspects of homonymous, polysemous, synonyms and words that are mentioned in everyday life will be analyzed, as well as the technical words that will be investigated. In addition, the different cassava species that emerged from a single tree will be explored, how many still exist, how many have already become extinct and how many species of cassava in total. From the data collection, the names of the species will be recorded in the mother tongue Haliti, with a Portuguese version. All the research will be developed together with students from the 5th to 9th grade of the Municipal Indigenous School Formoso located in the Municipality of Tangara da Serra MT, in the Rio Formoso Indigenous Land, Rio Formoso village. In addition to recording the linguistic aspects of the texts, recording the narrative in the mother tongue, in its entirety, is extremely important for strengthening the original language. The narratives of the stories, such as Kokotero, the origin of cassava, present a lot of relevant information about the language and culture of the people. This study will enable the maintenance and strengthening of the Haliti language, contributing to the preservation of the linguistic and cultural richness that indigenous languages constitute.

2
  • LUCINDA DO CARMO SIRAYUP KAYABI
  • NARRATIVAS HISTÓRICAS DO POVO KAWAIWETÉ  EM JUARA-MT: UMA PRODUÇÃO NA EDUCAÇÃO ESCOLAR INDÍGENA

  • Orientador : WALDINEIA ANTUNES DE ALCANTARA FERREIRA
  • Data: 11/03/2024


  • Mostrar Abstract
  • This study reflects on a pedagogical practice with the historical narratives of the Kawaiwete people in the municipality of Juara MT. The objective is to understand the Kawaiweté stories through listening, with the elders, together with the school students, producing a space for storytelling and the production of narratives of these stories, allowing the strengthening of culture, learning of writing and the narrative textual genre . The research methodology is qualitative, ethnographic and participatory, the collaborators are elders and 2nd and 3rd year high school students at the Escola Estadual Indígena de Educação Básica Juporijup. I understand that developing pedagogical activities that bring generations together in environments of dialogue and storytelling of the people is to enable cultural strengthening at the same time as it helps high school students practice listening and writing, producing literature through research. indigenous.

3
  • ARAWANI TAPIRAPÉ
  • AS FUNÇÕES LINGUÍSTICAS E SOCIAIS QUE OCORREM NOS ESPAÇOS SAGRADOS DAS COMUNIDADES APYÃWA-TAPIRAPÉ

  • Data: 15/03/2024


  • Mostrar Abstract
  • Abstract

     

     

    This Dissertation aims to investigate and understand the importance and function of the Apyãwa language in different spaces, such as the Takãra - ceremonial house, the Takãra courtyard and sacred places, to maintain and strengthen the linguistic and cultural wisdom of the Apyãwa people, contributing with the renewal and training of ceremonial leaders, as well as documenting existing knowledge and also those that need to be more practiced or even those that are no longer practiced. We seek to identify ways for the resumption of the community's sociolinguistic and cultural practices, demonstrating the importance of language as a fundamental means for sociocultural interaction and for maintaining and moving linguistic knowledge of the Apyãwa community in schools, thus contributing to linguistic studies, deepening knowledge and linguistic shifts in the current scenario in Brazil, especially regarding the Apyãwa language.

     

     

4
  • REINALDO PAULO ROHDT
  • A ESCOLA COMO ESPAÇO DE LUTA, RESISTÊNCIA E IDENTIDADE  TERENA: Escola Estadual Indígena Guilhermina da Silva.


  • Orientador : RAIMUNDO NONATO CUNHA DE FRANCA
  • Data: 30/03/2024


  • Mostrar Abstract

  • This dissertation investigates the relationship between the Guilhermina da Silva Indigenous State School, in Aldeia Aldeinha de Anastácio, and indigenous resistance and identity. Composed of seven chapters, its general objective is to understand the role of the school as a space of resistance and cultural appreciation. Furthermore, one of the specific objectives is to analyze and recreate the myth of the emergence of the Terena to develop an educational product that contributes to the preservation and appreciation of the Terena cultural heritage, through writing and illustrative drawings. The research adopts a qualitative approach, specifically the autoethnographic methodology, aiming to understand the role of the Guilhermina da Silva Indigenous State School in promoting Terena resistance and identity. The study takes place in the village Aldeinha de Anastácio, Mato Grosso do Sul, Brazil, involving indigenous and non-indigenous students, teachers, staff, leaders and people relevant to the construction of the school. Data collection includes semi-structured interviews, recorded with consent, and participant observation to understand intercultural practices. The autoethnographic methodology allows the researcher to incorporate his own experience as an indigenous person and a Terena teacher into the analysis. Data analysis is conducted inductively and interpretively, using content analysis techniques to identify emerging themes and meanings. The study follows ethical principles, obtaining informed consent and ensuring privacy. At the end, the results will be shared with the community, providing participants with knowledge of the research findings.


2023
Dissertações
1
  • MAKATO TAPIRAPÉ
  • As pinturas corporais na cosmologia do povo Apyãwa Tapirapé

  • Data: 20/03/2023


  • Mostrar Abstract
  • This research was carried out in Aldeia Tapi’itãwa, Urubu Branco Indigenous Land, Municipality of Confresa, MT. Our main objective was to investigate the use of body paintings by the Apyãwa/Tapirapé people, linked to cosmological explanations regarding the origins and classification by age group and gender of people. Through this research, we can contribute with my people in order to interact with the school and the elderly, so that they can correctly teach our youth each use of Apyãwa/Tapirapé body paintings. I also want to highlight, through written and visual records, body paintings, their origins and cosmological explanations to contribute to the preservation of our memory and our knowledge. My big concern is about learning them in practice. Therefore, it is very important to produce our didactic material suited to our reality, while there are still people who know how to teach, both in theory and in practice, for each Apyãwa/Tapirapé family of our new generation, to know better the true way of using the sequences of our body paintings suitable for each age group. To do this work, I asked the help of the elders who understand better about body painting. This research proposes, then, in a very clear way, a resumption of the very important role in the correct learning of the use of each painting in Traditional Education. The pedagogical product, the result of this research, is the production of a book and visual audio to be used in Apyãwa/Tapirapé schools.

     
    Ícone "Verificada pela comunidade"
     
2
  • Edna Monzilar
  • MEMÓRIAS E HISTÓRIAS: PATRIMÔNIO MATERIAL E IMATERIAL DO POVO BALATIPONÉ-UMUTINA

  • Orientador : WALDINEIA ANTUNES DE ALCANTARA FERREIRA
  • Data: 12/04/2023


  • Mostrar Abstract
  • This master's dissertation “Memories and histories: material and immaterial heritage of the Balatiponé-Umutina people, reports part of the millenary material and immaterial culture of our ancestors bringing our history. Its objective is to understand the pedagogical relationships and the inclusion of the material and immaterial culture of the Balatiponé people in the school curriculum of the Julá Paré school. To carry it out, we took the approach of qualitative research, participant recording the reports of the elders of the community, the leadership and the participation of the students in the cultural week that is the moment that the material and immaterial patrimonies of my people were worked a lot. We cannot forget the knowledge and tasks of our ancestry, which historically suffered a lot with colonization, with that I present here the experience, of being Balatiponé, the daily life, the memory, the spirituality of the people, and also the activities of the Cultural Week . The systematization in the production of texts and drawings has the participation of students, our students participate in research, activities, studies, and systematization, they learn together with experienced people in the community, this bond of being together is very important in the teaching process learning of our students and for what the school has been working on in valuing the whole common culture. The research shows the observation and the look of the students themselves regarding the transformation of some techniques in the making of some objects, the valorization of the raw material of our territory, recognizing the importance of keeping alive the material and immaterial culture regardless of any introduction of element. that comes to be inserted in some production or way of doing, living and doing the cultural practices. Listening to our elders, living in the cultural week helps to recognize our 'material and immaterial heritage, a way of not losing our roots and having an indigenous look with great wisdom as our ancestors lived even in the midst of so many transformations. Working on Umutina knowledge and practices at school is to strengthen the Balatiponé identity.

     

3
  • Txapina Juruna
  • VARIAÇÃO E MUDANÇAS NA LÍNGUA INDÍGENA YUDJA E O ENSINO NA ESCOLA KAMADU

  • Data: 05/05/2023


  • Mostrar Abstract
  • ABSTRACT
    This master's work was carried out in the Tuba Tuba village (Xingu Indigenous Territory) and discusses the practices of Variations and Changes in the Yudja Indigenous Language, with the participation of the village community and high school students in the part of the interviews. The objective of this work is to register these important themes in the Yudja culture and identity and to discuss the different practices in the language spoken by young people and adults. The methodology of the work was based on interviews with elders and young people that were recorded and, as necessary, some parts were transcribed in Mother Tongue and later translated into Portuguese. This work fulfills the scientific didactic purpose of becoming for the communities a source of research for the students of the Yudja Schools. And, in a more general scope, the research also fulfills the role of providing a better understanding of how the variations in the Yudja language are occurring, on the part of the people who will read this work. In order to give a more reliable character to the information contained in this Dissertation work, from a methodological point of view, I made constant use of the voice of the native consultants of the community to enrich the constant content during the research in this work of mine.


4
  • JAIRTON KUPODONEPÁ
  • A Roça Tradicional do Povo Balatiponé-Umutina e a Etnomatemática

  • Orientador : WALDINEIA ANTUNES DE ALCANTARA FERREIRA
  • Data: 05/06/2023


  • Mostrar Abstract
  • In this master's thesis, "The Traditional Farm of the Balatiponé-Umutina People and Ethnomathematics", I tell the story of a culture that our ancestors always had to support their families, but which has little interest from this new generation. This work has the objective of showing the importance of having our own farm with healthier products that benefit our health and, thus, not depending on industrialized foods that contain toxic products, as well as, the learning of ethnomathematics. I use qualitative research to visit and get to know the stump crops existing in the Umutina territory, and also ethnographic research because I am part of this community. Furthermore, I tried to get to know even better the work done in the fields of our people, recording the reports of the elders who own the fields, at which time I took images of the whole process, from cutting to planting and the participation of the students in this learning process. The drawings and illustrations were indispensable for our pedagogical work. I also present my academic and professional trajectory, the school in the past and present, emphasizing the experience of working this activity with students and teachers, based on the teachings of the elders. I emphasize the farmland of the past and the situation it is in today, considering the advances of technology that have become part of our culture. As a result, young people have lost interest in continuing this cultural practice, which is fundamental to our people.

5
  • PAIMU MUAPEP TRUMAI TXUCARRAMAE
  • REVISÃO DA FONOLOGIA DA LÍNGUA MẼBÊNGÔKRE (JÊ) FALADA PELO POVO MẼTYKTIRE E SUAS CONTRIBUIÇÕES PARA O ENSINO DA ESCRITA

  • Orientador : MONICA CIDELE DA CRUZ
  • Data: 29/06/2023


  • Mostrar Abstract
  • This dissertation deals with the review of the phonology of the Mẽbêngôkre language spoken by the Mẽtyktire people, known as Kayapó, whose territory is located in the municipality of Peixoto de Azevedo, in Mato Grosso. The work started from the observation and analysis of the spelling perceived in the writing of students in the early years of the Rojkore school in Kapôt village, IL Capoto-Jarina. Thus, as much as these records about the Mẽbêngôkre language and culture have their historical value, updating is necessary so that they can be disseminated inside and outside our indigenous communities as a strategic part of the resistance of the Mẽtyktire people for the maintenance and vitality of their language and culture. The choice to work on this theme was actually due to the lack of consensus regarding the use of standardized spelling among the varieties of the Mẽbêngôkre language for the pedagogical practice of teaching at school and even within the same community. Reviewing the phonology of the Mẽbêngôkre language is important, especially for literacy teachers who are responsible for teaching children to write. Aware of how the phonemes of the language work, they will be able to be more confident in resolving possible doubts regarding the way of writing certain words, thus contributing to the expansion of literacy practices typical of the Mẽbêngôkre culture. For the segmental phonological analysis of the language, we base ourselves on the principles of Phonemics proposed by Pike (1971), we establish the relations of contrast/distinctive opposition, minimal and analogous pairs, free and conditioned variation, in the identification of phonemes and allophones.We also dialogued with Mickey Stout and Ruth Thomson (1974), one of the first works on txukahamẽi phonemics, and also with Salanova (2001), who wrote about nasality and voicing in Mẽbêngôkre phonology. Regarding the pedagogical aspect of the research, as it is a professional master's degree, focused on teaching, we refer to the guidelines of the National Curricular Reference for Indigenous Schools (RCNEI) Brazil (1998), Franco (2016), among other authors who deal with the teaching of the mother tongue at school, considering that this phonological review will contribute to literacy in schools of our Mẽbêngôkre people. It is worth mentioning that the pedagogical action was developed through a study and discussion workshop on the phonology and writing of the language, with high school students and teachers, which resulted in a pedagogical/educational product. Several words of different semantic aspects were produced, with the segmental description of vowels and consonants in the mother tongue Mẽbêngôkre. This material will help, above all, teachers in the literacy process of Mẽtyktire children, as well as in teaching the mother tongue to students in the final years (Fundamental II) and high school in Mẽtyktire schools

6
  • ROSENILDO PEREIRA
  • HISTÓRIA DA EDUCAÇÃO ESCOLAR E PRÁTICA PEDAGÓGICA INTERCULTURAL:

     ESCOLA ESTADUAL INDÍGENA TERENA KOMOMOYEA KOVÔERO (MT)          

         

  • Orientador : CARLOS EDINEI DE OLIVEIRA
  • Data: 10/07/2023


  • Mostrar Abstract
  • The present research presented here deals with the history of school education and intercultural pedagogical practice at the indigenous state school Terena Komomoyea Kovoero. This research was carried out with the community that lives in the region of Matupá -MT of the Terena do Iriri Novo indigenous land, in the north of Mato Grosso in the village Terena Kuxonety poke´e. In view of this, the research aims to investigate how the installation and development of an intercultural pedagogy occurred, seeking a way to understand the historical process of the implementation of the school through the intense claims of the Terena people in guaranteeing their rights to indigenous school education, as well as , the guarantee of the land as part of their greatest struggle, starting with the migration from the state of Mato Grosso do Sul to the state of Mato Grosso. In this way, teachers were interviewed and documents that are part of the school institution were analyzed, seeking to clarify matters about the history of struggle of the Terena people, as well as the implementation of the Komomoyea Kovoero school and its importance for the Terena people in the training of students who seek to enroll in this school unit. The dissertation has as an appendix as a pedagogical product a timeline on the historical trajectory of the struggle for land in Mato Grosso carried out by the Terena people.

7
  • OSVALDO COREZOMAÉ MONZILAR
  • PRÁTICAS PEDAGÓGICAS COM A ROÇA TRADICIONAL DO POVO UMUTINA

  • Orientador : LISANIL DA CONCEICAO PATROCINIO PEREIRA
  • Data: 07/08/2023


  • Mostrar Abstract
  • This research aimed to understand how the construction of the traditional Umutina swidden contributes to the deepening of indigenous knowledge and the millenary knowledge of the Balatiponé Umutina people. It is a participatory research as the work takes place at the school where we work and develop the teaching and research practice. It is a research that is justified by the importance that the traditional stump swidden of the Umutina people has for the community and how the Julá Paré Indigenous State School uses this knowledge in the Pedagogical Political Project and in the classroom. The Umutina people over the years faced several processes of colonial education, from the first contact. Thus, the results of this work express: wisdom, conceptions, practices and traditional and philosophical knowledge that are transmitted and that enriches each generation of young students and the Umutina community.
8
  • DIONÍSIO MAIRAIUP
  •  A CASTANHA DO BRASIL NA PERSPECTIVA DO POVO KAYABI-KAWAIWETE

  • Orientador : ROSANE DUARTE ROSA SELUCHINESK
  • Data: 25/09/2023


  • Mostrar Abstract
  • This work is the result of a research project developed in the Graduate Program Degree in Teaching in Intercultural Indigenous Context. The goal of this work is developing teaching strategies in the areas of Mathematics, Natural Sciences, Language and Social Sciences, which are areas provided for in the Common National Curricular Base. For the development of these teaching strategies, it was necessary to establish a central theme, which in this work is the presence of Brazil nuts in the culture of the Kayabi-Kawaiwete people. The methodology used for the work to have the participation of the entire community was ethnography and participant research. The area where the research was made is the Apiaká-Kayabi Indigenous Land, it located in Juara, a small county in state of Mato Grosso, Brazil. The results obtained both with the research that raised knowledge of collectors, elders, women and children about the management and uses of the nut, as the students who performed pedagogical activities on these processes, demonstrated that the nut is fundamental for all. In this sense it is possible to conclude that this study brought relevant information on Cultural, environmental and Social Aspects of Chestnut. And that this exercise contributed significantly to the development of a teaching proposal with pedagogical didactic activities that has as premise a diversified curriculum, whose function is to value social manifestations, Regional Cultural and Economic and Communities Where Schools are located.

9
  • Roberto Luciano Ortiz da Silva
  • OS PROCESSOS E DESAFIOS DA EDUCAÇÃO ESCOLAR INDÍGENA NA TERRA INDÍGENA – PORTAL DO ENCANTADO  - MATO GROSSO – BRASIL

  • Orientador : RAIMUNDO NONATO CUNHA DE FRANCA
  • Data: 30/09/2023


  • Mostrar Abstract
  • This research has a thoeretical methodological character under the assumptions of the postugraduate program in teaching in an intercultural indigenous context – under the formative context of insdigenous school education in the Portal Territory of Enchanted/MT. Among which we held dialogues with the informants of the native peoples of the Chiquitano, on how they organized in their daily livres, só that it obtains the implantation of the school unit in the community that were and continues to be the space of transformation for the Chiquitano. In this sense, look at the challenges that were encountered during the struggles and believe in educational transformation that the school environment provides are moments of significados that only those who were in charge of these constructions of a just, egalitarian and collective knows how fundamental this stage is in the cycle of a communitv’s experience indigenous. This work has the foundation/objective to register, describle the challenges and processes that the Chiquitano faced for the implementation of the specific and differentiated school, therefore, being one of the ways to organize this data on research observation qualitative, participant observation. Being able to get a sense of these struggles, we find the construction space in the differentiated education factor, aiming at improving education indigenous school, which at the same time helps us to face society indigenous.

10
  • TAROKO EDIMUNDO TAPIRAPÉ
  • DESENHO E ESCRITA NO MUNDO DA CRIANÇA APYÃWADE 1º CICLO, 1º ANO

  • Orientador : ALCEU ZOIA
  • Data: 23/10/2023


  • Mostrar Abstract
  • This work is the result of research in the Master's Degree in teaching in an intercultural indigenous context, in the line of Teaching and Language in an Intercultural Context, which has as its theme drawing and writing in the world of apyãwa children from 1st cycle, 1st year, which seeks to develop a reflection regarding the construction of a new, more collaborative way to teach Apyãwa children literacy through Drawing and Writing, strengthening the context of the Apyãwa school, facilitating teaching and learning for children in our community. In this sense, it was essential to study works by authors who worked on the literacy process and acquisition of writing such as Freire (1989), ABAURRE (1997), PAULA (1997, 2001), VYGOSTSKY (1984), these researches were the main point for understand the fact that the child is the subject of their own literacy process, constituting literacy and social literacy. From this perspective, we seek a teaching methodology to be in line with the sociocultural educational process of our Apyãwa people, thereby constituting literacy that concerns and meets the needs of the Apyãwa child. Through the analysis of the data collected, we developed and built a proposal aimed at our reality to meet the demand for quality literacy, enabling us to overcome the difficulties encountered in our children's teaching and learning process.

11
  • ROSELI MANEPA IPAQUERI
  • A CONFECÇÃO DE ARTEFATOS DA CULTURA TRADICIONAL BALATIPONÉ COMO ESTRATÉGIA PARA O ENSINO DA LÍNGUA MATERNA EM ESCOLAS INDÍGENAS NO TERRITÓRIO BALATIPONÉ-MT.

  • Orientador : MARIA HELENA RODRIGUES PAES
  • Data: 20/11/2023


  • Mostrar Abstract
  • The Balatiponé People, mainly in the first half of the 20th century, experienced an intense and violent process of contact with the surrounding society, when they were prevented from practicing their traditional culture, including being prevented from speaking their mother tongue, which, over time, came to be replaced by the Portuguese language. This project aims to strengthen practices for revitalizing the mother tongue in the Balatiponé territory, so that, in school activities, an opportunity is offered to make handicrafts from traditional culture, highlighting their nomenclatures in the mother tongue. For this purpose, it was necessary to identify which handicrafts (male and female) are characteristic of traditional culture. This is field research, participatory, with interviews, bibliographical research and observation being the data collection tools. Information was sought from people in the community who know the cultural tradition, as well as investigated books, articles and published reports that deal with the Balatiponé cultural tradition, in particular, on body adornments. This survey, in particular, also favored information about the nomenclature in the mother tongue of these cultural artifacts, as well as the materials used for their manufacture. From the collected data, the students were taken to the field to collect, in nature, raw materials, which are used to make handicrafts. With the collected data, in the school space, workshops were offered, for students and the community, for the making of handicrafts, highlighting the nomenclatures in LM. The authors consulted, among others, are those who have already published about the Balatiponé Umutina over time, such as the writings of Schimidt (1941), Schultz (1952), Lima (1995), Cruz (2012), Quezo (2006), Tan Huare (2016), among others. In the end, pedagogical material was produced presenting the handicrafts with the names in LM, as well as suggested activities for students from schools in the Balatiponé territory.

12
  • CRISTINA LEITE TUKUMÃ
  • O ENSINO DA LÍNGUA APIAKÁ AOS ALUNOS DO ENSINO FUNDAMENTAL

  • Data: 30/11/2023


  • Mostrar Abstract
  • This research brings as a challenge a theme and a disturbing problem for the Apiaká people. The theme is the strengthening of the mother language in the daily life of the community Mayrob Apiaká. The problem to be investigated is that there are no speakers of the mother language in this community. Thus, the questions that are in the minds and voices of many is: what is the importance for the Apiaká people to register written texts in their own language? But how and with whom from the community could this research be developed? How can children’s literacy be achieved if there are no speakers of the language? The greatest goal, therefore, is to find and build, means to revitalize the spoken and written forms of the language as possibilities of teaching children to read and write in Apiaká. In this way, the work will be carried out with the participation of the community, involving in the research students that are in the final years of elementary and high school. The procedures will follow open methodology, as well as interviews with some older men and women in the community, to take forward the steps of the research and its intention. The Steps are: reading of books in the Apiaka language for vocabulary enrichment; working with song lyrics; listening to and singing songs in Apiaka to practice intonation and sonority of the language; learning everyday words that stem from fruit consumed by the community; and organizing small texts based on oral information given in the Apiaká language. We hope this research awakens the importance of the literacy of the language for this people as a tool of a liberating education.

13
  • Mauricio Mattar
  • O TEMPO DE FAZER E O FAZER DO TEMPO DO POVO KAMAYURA

  • Orientador : ADAILTON ALVES DA SILVA
  • Data: 07/12/2023


  • Mostrar Abstract
  • The Apyap Kamayura people (Tupi Guarani linguistic trunk) traditionally inhabit the south bank of the Ypawu lagoon, in the Xingu Indigenous Land, in a region called Alto Xingu, in the municipality of Gaúcha do Norte, MT. The Apyap/Kamayura observe nature to find out what time of year it is, because, for them, nature's signs indicate the time. Since their existence, these people have used the phases of the stars, the sky, the sun, the moon and astronomical phases as markers of time. The traditional calendar, that is, the signs of our people's nature, is used to mark the phase of drought and rain, the time to plant the fields, the time to start and harvest the crops, the flowering and fruiting of the trees, the carrying out festivals and rituals in the village, the collective fishing of our people, the burning of the fields, the passage from one year to the next, among other activities. Among time markers, the most important is the use of star phases. All the stars that mark time, the flowering of plants have a name in the Kamayura language. When a star appears on the horizon, to the east, the people observe and know the sign that will determine the realization of activities in the village, that is, each appearance of a sign of nature is related to a certain time of year and with the activities carried out in the community. . The objective of this research was to record information about the Kamayura time markers through the study. Specifically, it was intended: (a) to identify the period of appearance of each star; (b) record the names of the main signs of nature that mark time; (c) identify the activities carried out in the community according to the appearance of the indicator stars; (d) record the knowledge of the elders to pass on to future generations. This work is part of the master's course research. The work is important because it has never been studied and recorded. In addition, this research intends to strengthen the use of the traditional calendar and also disseminate the research to other indigenous and non-indigenous societies in Brazil.

14
  • TRINHO PAIVA TRUJILHO
  •  

    MITOS BANIWA: O universo mítico na Escola Municipal Indígena Pe. Ezequiel

  • Orientador : NEODIR PAULO TRAVESSINI
  • Data: 07/12/2023


  • Mostrar Abstract
  • This research is ethnographic in nature and was carried out with the Baniwa peoples of the Aruak linguistic trunk, located in the region of the Içana river, a tributary of the Negro river, in the municipality of São Gabriel da Cachoeira, state of Amazonas, tri-border region between Brazil, Colombia and Venezuela. This is a research called participant observation, in which the researcher, a member of the Juivitera indigenous community, was present in loco. As for the procedures, it is of a qualitative nature as it proposes a detailed description of the reality experienced by the Baniwa people with their mythological narratives pregnant with an ancestral and millenary symbology. From the point of view of data collection that underpins this investigation, the field research technique was used, in which photographic records were made, listening to narratives, informal conversations, semi-structured interviews with teachers, elders, leaders, reporting their experiences and grounded experiences in the Baniwa and Coripaco culture. The narratives that support the theoretical and methodological framework of this dissertation are based on the version of the ancestry of the Fratria Onça/Dzawinai told in the voice of the so-called Liedawieni native consultants: Roberto Paiva, Maximiano Paiva, Valentim Mandú (inmemorian), Vigico Juarez, Graciliano Paiva, as well as in works written by Luciano (2013), Weigel (2000), Garnelo (2003), in which the sacred Baniwa territories are described, their eternal dwellings, their rivers, waterfalls, creeks, and their social and marriage relationships their own, finally their rituals and ceremonies, which make reference to the primordial times of the birth of humanity. The general objective of the research is to register and deepen the ancient (ancestor) Baniwa knowledge (knowledge) in the context of traditional Baniwa education in its relations with non-indigenous knowledge that transits in the context of schooled (formal) intercultural education. The specific objectives are to understand the concept and importance of myths for the lives of the Baniwa people in their daily lives on Earth; To analyze the extent to which Baniwa Indigenous schools value Indigenous knowledge. I believe that the contribution in terms of research consolidation consists in the elaboration of the pedagogical material elaborated from the narratives collected from the elders and elders of sib Liedawieni from the Onça phratry (Dzawinai) of the Juivitera/Paitsipe indigenous community, students, teacher of the Indigenous school Municipal Fr. Ezequiel and students and teachers from the Jerusalem municipal Indiegna school in the Itacoatiara Mirim community km 10 on the road to Camanaus and Baniwa teachers.

15
  • KARIN JURUNA
  • PEIXES NA LÍNGUA YUDJA: DOS SABORES E SABERES TRADICIONAIS ÀS PRÁTICAS PEDAGÓGICAS NA ESCOLA

  • Orientador : MONICA CIDELE DA CRUZ
  • Data: 13/12/2023


  • Mostrar Abstract
  • The objective of this research is to carry out a study on the fish of the Xingu River, based on a pedagogical practice, with high school students, which can contribute to strengthening the knowledge of the Yudja people about the fish species existing in the Indigenous Territory in the region of Lower Xingu-MT. The focus will be on studying the edible fish used by the Yudja people, in a pedagogical way, as our purpose is to value our way of teaching, based on our traditional knowledge. This is an unprecedented study and contributes to greater knowledge of the Xingu food culture, with studies of one of the Tupi languages and with the development of teaching material in the Yudja language for the community, produced by us. For our dialogue, we bring other authors who have studies on our topic, such as Freire (2013), Fargetti, Lima, Berto (2013), among other scholars. We also refer to the National Curricular Reference for indigenous schools – RCNEI, Brazil (1998) and Quezo (2022).In this sense, I seek to describe a type of traditional knowledge so that, together with the community and the school, we can find ways to keep our knowledge practices alive and strong, thus motivating younger generations to understand the traditional science of their own people. The work was developed by collecting information from students about their fishing practices, conversations with the community on the topic, conversations with expert fishermen and older people, theoretical readings and discussion with the advisor. During this didactic-pedagogical journey, we developed, together with the students, an educational product in the Yudja language on our research topic, which will serve as teaching material for indigenous schools, especially for the schools of the Yudja people.

     

     

2022
Dissertações
1
  • PEDRO NAZOKEMAI
  • ARQUITETURA INDÍGENA HATI: A casa Haliti Paresi na comunidade como forma de fortalecimento da identidade

  • Orientador : LISANIL DA CONCEICAO PATROCINIO PEREIRA
  • Data: 28/07/2022


  • Mostrar Abstract
  • 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

2
  • SATURNINA URUPE CHUE
  • A ESCOLA ESTADUAL INDIGENA CHIQUITANO JOSE TURIBIO NA ALDEIA VILA NOVA BARBECHO: LUTAS, CONQUISTAS E DESAFIOS DE UMA EDUCAÇÃO ESCOLAR INDIGENA ESPECIFICA E DIFERENCIADA.

  • Data: 28/07/2022


  • Mostrar Abstract
  • 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.

3
  • POMERQUENPO TXICAO
  • TRAJETÓRIA DO POVO IKPENG PARA A REGIÃODO ALTO XINGU

  • Orientador : CARLOS EDINEI DE OLIVEIRA
  • Data: 24/08/2022


  • Mostrar Abstract
  • 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.

4
  • NARAIEL PAITER SURUI
  • PRÁTICAS DE LEITURA, ESCRITA E GRAMÁTICA  NO ENSINO DA  LÍNGUA PAITER NA ESCOLA ESTADUAL INDÍGENA SERTANISTA APOENA MEIRELLES

     

  • Orientador : MONICA CIDELE DA CRUZ
  • Data: 25/08/2022


  • Mostrar Abstract
  • 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.

5
  • KAVISGO TXICÃO
  • HABITAR E SER HABITADO NO PARQUE NACIONAL DO XINGU:

    as alterações ambientais e suas interferências nas práticas culturais do Povo Ikpeng

  • Orientador : RAIMUNDO NONATO CUNHA DE FRANCA
  • Data: 26/08/2022


  • Mostrar Abstract
  • 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.

6
  • LUIZINHO ARIABO QUEZO
  • O LÉXICO  NA CATALOGAÇÃO DE ESPÉCIES DE PEIXES DOS RIOS DO TERRITÓRIO BALATIPONÉ

  • Orientador : MONICA CIDELE DA CRUZ
  • Data: 26/08/2022


  • Mostrar Abstract
  • 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.

7
  • JONES DE ADENILSON MANHUARI CRIXI
  • O ENSINO DA LÍNGUA MONJOROKO ATRAVÉS DOS CÂNTICOS:

    Uma possível metodologia para o fortalecimento linguístico e cultural

  • Data: 29/08/2022


  • Mostrar Abstract
  • 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.
8
  • MARCELO MANHUARI MUNDURUKU
  • EMPRÉSTIMO LINGUÍSTICO NA LÍNGUA FALADA PELO POVO MUNDURUKU DE MATO GROSSO.

  • Data: 29/08/2022


  • Mostrar Abstract
  • 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.

9
  • Nilce Zonizokemairô
  • ZERATI, O CANTO HALITI PARESI NO CONTEXTO PEDAGÓGICO

  • Orientador : WALDINEIA ANTUNES DE ALCANTARA FERREIRA
  • Data: 31/08/2022


  • Mostrar Abstract
  • 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.

10
  • ROMERO MOPIDAPENEN PAITER SURUÍ
  • A FUNÇÃO SOCIOPOLÍTICA E CULTURAL DA DOCÊNCIA INDÍGENA

  • Orientador : HELOISA SALLES GENTIL
  • Data: 09/09/2022


  • Mostrar Abstract
  • 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.

11
  • EDICLÉIA PARESI
  • A LIDERANÇA DE DANIEL MATENHO CABIXI E JOÃO ARREZOMÃE: CONTRIBUIÇÕES PARA A FORMAÇÃO CONTINUADA DE PROFESSORES HALITI PARESI

  • Orientador : MARIA HELENA RODRIGUES PAES
  • Data: 12/09/2022


  • Mostrar Abstract
  • 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.

12
  • KOXAWIRI TAPIRAPÉ
  • ALFABETIZAÇÃO DAS CRIANÇAS APYÃWA E LETRAMENTO EM LÍNGUA MATERNA 

  • Data: 15/09/2022


  • Mostrar Abstract
  • 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.

13
  • NIVALDO KORIRA'I TAPIRAPÉ
  • T A K Ã R A - A Casa da Sapiência Apyãwa

  • Orientador : ADAILTON ALVES DA SILVA
  • Data: 22/09/2022


  • Mostrar Abstract
  • 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.

     
14
  • ENEIDA KUPODONEPÁ
  • A interculturalidade presente nos conhecimentos tradicionais e conhecimentos científicos da pesca com o timbó do povo Balatiponé Umutina.

  • Orientador : JUSSARA DE ARAÚJO GONÇALVES
  • Data: 28/09/2022


  • Mostrar Abstract
  • 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.

15
  • MICAEL TURI RONDON
  • HISTÓRIA EM QUADRINHOS NO ENSINO DE LÍNGUA PORTUGUESA NA ESCOLA KOMOMOYEA KOVOÊRO – TERENA MT

  • Orientador : LUCIMAR LUISA FERREIRA
  • Data: 03/10/2022


  • Mostrar Abstract
  • 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.

16
  • EDIVALDO LOURIVAL MAMPUCHE
  • O CÉU DO POVO MANOKI E SEUS ENSINAMENTOS SOBRE A TERRA

     

     

  • Orientador : JOÃO SEVERINO FILHO
  • Data: 23/11/2022


  • Mostrar Abstract
  • 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.

17
  • CAIMI WAIASSÉ XAVANTE
  •  

     

     

    A INFLUÊNCIA DA TECNOLOGIA AUDIOVISUAL NO JEITO DE FALAR  DAS GERAÇÕES XAVANTES MAIS JOVENS

  • Orientador : NEODIR PAULO TRAVESSINI
  • Data: 28/11/2022


  • Mostrar Abstract
  • 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.

18
  • MARIA SIRIA RUPE
  • ENSINO DA LÍNGUA CHIQUITANO E O REGISTRO DE GÊNEROS TEXTUAIS ORAIS

  • Orientador : LUCIMAR LUISA FERREIRA
  • Data: 12/12/2022


  • Mostrar Abstract
  • 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.

     

19
  • WARAXOWO'I MAURICIO TAPIRAPÉ
  • Ensino de palavras masculinas e femininas na língua Apyãwa: resistência cultural e linguística

  • Orientador : REJANE CENTURION GAMBARRA E GOMES
  • Data: 15/12/2022


  • Mostrar Abstract
  • 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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