O saber fazer indígena na educação escolarizada – análise em uma escola Ticuna

Abstract

The dissertation deals with field research with fins to identify if there is valorization of traditional sabers in the space of the school of education of the Ticuna people, of the Umariaçú community in the municipality of Tabatinga-AM, located on the right bank of the Solimões River. In view of the history of exploration, contact with other cultures and the process of community integration in the city, which influences the peculiar way of life of the residents, the study can detect in verifying whether the saber and the traditional practices of the group occupy space in the school curriculum and pedagogical practice, guaranteed, by law, in the Law of guidelines and bases of national education - LDB 9.394 / 96, through a specific curriculum for the use of language, customs and knowledge. As contributions of outstanding studies or ethno-knowledge were essential for the analysis and reflection of curricular proposals and pedagogical practices in the indigenous schools of Umariaçu I. A research is of a qualitative approach, with ethnographic procedures, being the field work with performance analysis in the classroom a school in the municipal school system; as notes of the presentations in locus, interviews, dialogues and questionnaire were in the field notebook and later transcribed for this dissertation. This research finds that there are still impasses that hinder the implementation of this specific curriculum. Among these: scarcity of teaching resources, absence of continuing education for teachers, influence of the citizen culture. Although there are obstacles, occurrences, simultaneous, it appears that there is an appreciation of indigenous culture by the educational community and there is an attempt to stimulate and revitalize the flavors that reside in the teachers' memory. Although weakened, the traditional Ticuna flavors of the Umariaçú I community, a research shown to be books published in the curriculum and in practices, which complement national competencies. Thus, it is necessary a possibility and a possibility of remuneration for the execution of this differentiated curriculum, since the traditional knowledge becomes visible in the pedagogical model that is being developed through the relationship between a school and a community.