Banca de QUALIFICAÇÃO: LUANNA CARDOSO OLIVEIRA

Uma banca de QUALIFICAÇÃO de DOUTORADO foi cadastrada pelo programa.
STUDENT : LUANNA CARDOSO OLIVEIRA
DATE: 23/08/2023
TIME: 14:00
LOCAL: Remoto
TITLE:

Between worlds: propositions and implications that emerge from studies of indigenous school education

KEY WORDS:

Indigenous school education. Indigenous Education. Culture. Identity.

PAGES: 97
BIG AREA: Ciências Humanas
AREA: Educação
SUMMARY:

Indigenous school education (EEI) has a long historical process, and more than that, a historical struggle for the affirmation of indigenous peoples, for the recognition of their existence and active participation in social life, whether within or outside their territories, spanning centuries. After the promulgation of the Federal Constitution of 1988, discussions on EEI expanded significantly, both legally and academically. In the legal sphere, the right to school education from an intercultural, bilingual, specific, and differentiated perspective was strengthened by a series of laws, ordinances, resolutions, and norms. In brazilian academic production, there is noticeable continuous expansion of studies developed in various fields of knowledge, especially from the second half of the 1990s. Specifically in the field of education, studies on EEI diversify, with recurring themes such as the historical movement of EEI in Brazil, reflections on progress, challenges, and bureaucracies in the consolidation of acquired rights, accounts of experiences with "differentiated and intercultural schools," "differentiated curriculum," didactic materials, and the articulation of knowledge. Considering the extensive academic production and the historical process marked by profound tensions and contradictions, our objective is to investigate the propositions, concepts, theoretical, pedagogical, and epistemological trends that emerge from the bibliographic productions on EEI. The thesis in question, currently under construction, argues that the productions in the field of EEI tend to oversimplify problems and challenges, generating idealizations. Thus, we have organized a set of works in the studied area. The search for these productions initially relied on specific keywords from the field and expanded over the course of the survey. With this set of research, we intend to try to answer the following questions: How do brazilian bibliographic productions propose/present indigenous school education and the dialogue between indigenous culture and Western culture? From the central question, other derived questions arise, namely: What is said about EEI based on the analyzed propositions? What are the foundations and arguments used? How does the dialogue between indigenous culture and Western culture appear in the proposals for indigenous school education and what are the consequences of this? What would a "truly indigenous school" be according to indigenous and non-indigenous intellectuals? The goal is to inquire into the set of productions as a strategy to extract and analyze relevant information in a meticulous manner for the understanding of the thesis's central question: What is said? What is intended to be conveyed when something is said? On what basis or foundation is this said? What is not said, the unsaid? With this research, we aim to contribute to the theoretical and conceptual deepening of the field, seeking to add increasingly dense discussions to the debate.

COMMITTEE MEMBERS:
Presidente - 1776813 - LUIZ PERCIVAL LEME BRITTO
Externo à Instituição - JOSÉ VICENTE DE SOUZA AGUIAR - UFAM
Externo à Instituição - IDEMAR VIZOLLI - UFT
Externa à Instituição - RITA GOMES DO NASCIMENTO POTIGUARA
Externo à Instituição - WILMAR DA ROCHA D'ANGELIS - UNICAMP