Centro de Trabalho Indigenista: suas produções (para)didáticas no ensino de História para indígenas
Data
2021-05-25
Autores
Monteiro, Luciano Araujo 
Tipo
Dissertação de mestrado
Título da Revista
ISSN da Revista
Título de Volume
Resumo
Este trabalho analisa as produções didáticas e paradidáticas indígenas,
voltadas ao ensino de História e/ou que transmitam conhecimentos históricos, tendo
por foco sua materialidade e conteúdo. Trata-se de obras produzidas pelo Centro de
Trabalho Indigenista (CTI), uma instituição sem fins lucrativos, fundada em 1979 por
antropólogos e que atua por mais de quarenta anos, prestando assessoria para
comunidades indígenas que buscam por seu auxílio, tendo sempre em vista o
princípio de autodeterminação dos povos originários.
As fontes de pesquisa foram produzidas entre 1999-2012, momento em que
havia maior abertura política para estabelecer o debate em prol das minorias sociais,
como ocorrem com as comunidades indígenas. Situação que não é propícia nos dias
atuais, dado o exacerbado interesse de agentes do Estado republicano em violar
direitos constitucionais dos povos originários, a fim de beneficiar atividades voltadas
ao desmatamento predatório, grilagem de terras, garimpo ilegal e agronegócio. Por
conta desses entraves que acontecem no tempo presente, este tema de estudo é
justificável.
Esta dissertação apresenta a importância da educação indígena diferenciada,
isto é, o modelo educacional protagonizado pelas comunidades tradicionais em que
estas são representadas, segundo suas próprias perspectivas, tendo em vista, as
demandas coletivas. Além disso, é apresentado o CTI e suas frentes de atuação,
sendo uma delas, a elaboração de livros didáticos em coparceria com grupos
indígenas.
Foram analisadas sete obras didáticas, de acordo com as ideias difundidas,
representações expressas no conteúdo textual e iconográfico e recursos utilizados
que tornam ou não a leitura atraente para alunos em via de alfabetização ou que se
encontram nos anos finais do ensino fundamental. Os livros produzidos foram
distribuídos entre as comunidades ameríndias Guarani, Terena, Timbira e Matis,
apresentando-os com agentes históricos e não como personagens passivos,
conforme é apresentado por uma historiografia tradicional.
This work analyzes the didactic and paradigmatic indigenous productions, focused on the teaching of History and / or that transmit historical knowledge, focusing on its materiality and content. These are works produced by the Centro de Trabalho Indigenista (CTI), a non-profit institution, founded in 1979 by anthropologists and which has been operating for more than forty years, providing advice to indigenous communities who seek their help, always with a view the principle of self-determination of the original peoples. The research sources were produced between 1999-2012, a time when there was greater political openness to establish the debate in favor of social minorities, as occurs with indigenous communities. This situation is not favorable nowadays, given the exacerbated interest of agents of the Republican State in violating the constitutional rights of native peoples, in order to benefit activities aimed at predatory deforestation, land grabbing, illegal mining and agribusiness. Due to these obstacles that happen in the present time, this topic of study is justified. This dissertation presents the importance of differentiated indigenous education, that is, the educational model played by traditional communities in which they are represented, according to their own perspectives, in view of the collective demands. In addition, the CTI and its operational fronts are presented, one of which is the elaboration of textbooks in partnership with indigenous groups. Seven didactic works were analyzed, according to the ideas disseminated, representations expressed in the textual and iconographic content and resources used that make reading attractive to students in the process of literacy or who are in the final years of elementary school. The books produced were distributed among the Amerindian communities Guarani, Terena, Timbira and Matis, presenting them with historical agents and not as passive characters, as presented by a traditional historiography.
This work analyzes the didactic and paradigmatic indigenous productions, focused on the teaching of History and / or that transmit historical knowledge, focusing on its materiality and content. These are works produced by the Centro de Trabalho Indigenista (CTI), a non-profit institution, founded in 1979 by anthropologists and which has been operating for more than forty years, providing advice to indigenous communities who seek their help, always with a view the principle of self-determination of the original peoples. The research sources were produced between 1999-2012, a time when there was greater political openness to establish the debate in favor of social minorities, as occurs with indigenous communities. This situation is not favorable nowadays, given the exacerbated interest of agents of the Republican State in violating the constitutional rights of native peoples, in order to benefit activities aimed at predatory deforestation, land grabbing, illegal mining and agribusiness. Due to these obstacles that happen in the present time, this topic of study is justified. This dissertation presents the importance of differentiated indigenous education, that is, the educational model played by traditional communities in which they are represented, according to their own perspectives, in view of the collective demands. In addition, the CTI and its operational fronts are presented, one of which is the elaboration of textbooks in partnership with indigenous groups. Seven didactic works were analyzed, according to the ideas disseminated, representations expressed in the textual and iconographic content and resources used that make reading attractive to students in the process of literacy or who are in the final years of elementary school. The books produced were distributed among the Amerindian communities Guarani, Terena, Timbira and Matis, presenting them with historical agents and not as passive characters, as presented by a traditional historiography.
Descrição
Citação
Se for inserida, a referência bibliográfica deve estar de acordo com as normas da ABNT 6023