Escrita nas práticas pedagógicas dos professores Tapeba no contexto da educação escolar indígena no Ceará

Abstract

Indigenous school education is a topic that has been discussed since the late 20th Century. Studies about indigenous teacher training and their educational practices are among the issues concerning this teaching method. These studies have been carried out in order to add to the pedagogical practices of indigenous teachers. The present study investigated how these teachers in the first years of elementary school (Ensino Fundamental I) developed writing social practices which could create opportunities to the interculturalism at Escola Indios Tapeba, in Caucaia – Ceará. The reserach is located in the educational field, focusing on the studies of teacher training and interfaces with the studies of intercultural education. The theoretical frame included studies by Tardif (2002), Bergamaschi (2012), Chauí (2014), among others. The methodology adopted was ethnografic qualitative reserach, in accord with Bogdan and Biklen (1994). For that purpose, the application of a questionnarie and interviews were carried out, as well as reviews of teaching material (books from first to fifth years, distributed by the National Program of Textbooks – PNLD, teaching material prepared by the teachers). Besides that, other pedagogical tools, such as the school Political Pedagogical Project (PPP), which guide the teaching practices within the Indigenous School Education in the Elementary School (Ensino Fundamental I). This research is consided of great relevance to the indigenous teacher training and it is expected that it can contribute to the discussions on the writing social practices of the indigenous teachers, and to the development of interculturalism in the indigenous school education.