Banca de DEFESA: RITA DE CASSIA BECK DE OLIVEIRA

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
DISCENTE : RITA DE CASSIA BECK DE OLIVEIRA
DATA : 30/03/2023
HORA: 08:00
LOCAL: Google meet
TÍTULO:

This dissertation has as its theme the childhood of the indigenous child Nambikwara Katitãuhlu, who inhabits the Sararé and Paukalilajausu Indigenous Lands, in the municipality of Conquista D'Oeste/MT. The objective was to analyze the effects of the modes of subjectivation of the child in the context of their land, together with their people, as well as the daily life of the Municipal Indigenous School "Nutajensu". Therefore, this research was problematized: how does the Indigenous school "Nutajensu" produce subjectivity of indigenous children who move childhood in the village and in school? Thus, through analyses of theoretical references on childhood, topics such as childhood times, school and curriculum were addressed. Cartography was used as a research procedure. This is because cartographic research allowed us to move "between" the events, follow the movements and their effects on children's bodies and produce narratives that support this dissertation. The studies of Ariès (1986) are used as references; Kohan (2004), Abramowicz (2019); Maldonado (2017) and Garcia and Maldonado (2018, 2021) to think about Childhoods; on indigenous childhood, Grando (2010), Zoia (2010); in the field of linguistic knowledge, we highlight the teachings of Kroeker (2003); on decolonialism, interculturality and epistemologies of the South, Mignolo (2020), Walsh (2013,2009, 2017, 2005) Candau (2020), Campos (2019), Baniwa (2019), Grando and Stroher (2021), Gonzaga (2022), Santos (1995,2014); On the issue of difference, we used Skliar (2015) and Deleuze (1974, 1995, 2004), on Indigenous school legislation, Brazil (1996, 1998, 2015) and, on curriculum, Silva (2019) and Alves (2011). The research allowed us to recognize that the time of Katitãuhlu childhood is the time of Aión, and the experience mentioned exuded from his experiences and in his daily lives. It is concluded that the knowledge known to the children, emanating from their people, is brought to school and the knowledge promoted by the school is taken to the context of life of the Katitãuhlu child. It is in this movement that the school is constituting, deconstructing and reconstructing knowledge and doing in the daily life of Katitãuhlu childhood.

PALAVRAS-CHAVES:

A ser traduzido para apresentação da versão final.

PÁGINAS: 113
GRANDE ÁREA: Ciências Humanas
ÁREA: Educação
SUBÁREA: Currículo
ESPECIALIDADE: Currículos Específicos para Níveis e Tipos de Educação
RESUMO:

Indigenous childhood. Interculturality. Cartography.

MEMBROS DA BANCA:
Interno - 38925002 - ALCEU ZOIA
Interno - 25648011 - WALDINEIA ANTUNES DE ALCANTARA FERREIRA
Externo à Instituição - BELENI SALETE GRANDO - UFMT
Externo à Instituição - LUIZ AUGUSTO PASSOS - UFMT