Name: STEPHANY CASTRO DE FREITAS ROCON
Publication date: 25/08/2022
Advisor:
Name |
Role |
|---|---|
| IVAN MARCELO GOMES | Advisor * |
Examining board:
| Name |
Role |
|---|---|
| FELIPE QUINTÃO DE ALMEIDA | Internal Examiner * |
| IVAN MARCELO GOMES | Advisor * |
| JULIANA GUIMARÃES SANETO | Co advisor * |
Summary: This study aimed to investigate how the relationships between teacher training and interculturality occur at Pluridocente Indigenous Municipal School Aldeia Três Palmeiras and the possible implications for Physical Education. Other questions were raised along this path: are there continuing education programs for teachers at Guarani school in Aracruz? How are indigenous teachers selected? What do official documents guide about the indigenous school and what do they understand about it? If and how the Physical Education (PE) of the Guarani school is understood and what are the guidelines for the indigenous school context? The comings and goings in the pandemic context, the changes in trajectories and various difficulties set the tone for the theoretical, conceptual and methodological (re)elaboration of this study. In the context of permanent review of what was being built and from the referrals of the orientation process, when we (re)analyze the documents and reports of the research subjects, we found that the training of indigenous teachers constitutes an important factor in the relationships established at school, in the village and, consequently, in Physical Education. It was in this context that the teacher training process began to gain prominence in the search for an understanding of PE in this scenario. In view of these considerations, the challenge of elaborating this work, in addition to express aspects that involve my/our history/ancestry, as well as my/our identity as a capixaba and Brazilian people, considers the multiplicity of cultural elements resulting from the unfolding of the global modernization process and contemporary factors related to behavioral changes within societies. This movement, according to Balandier (1997), stems from a tension between tradition and modernity, WHERE the new promotes a context of disorder, generating a new order. Thus, the design of the study object, the paths and methodological strategies are also a result of these findings and reciprocal implications. The identification of the school as Pluridocente is a demarcation and signals the intercultural dimension articulated to the knowledge of the ethnic groups and the formal educational field, and brings significant implications for Indigenous School Education and Physical Education. Through participant observation and remote interviews, we were able to survey the data of this study that were recorded from the gathering of information and problematizations that dealt with the multi-teacher school routine and the presence of Physical Education. In the process of systematic review and data analysis, it was possible to identify and analyze two categories: I) relationship between training of indigenous teachers and the interculturality in a Pluridocente school and II) aspects that culminate in the understanding of Physical Education among managers and teachers of the Guarani school. In this case, the Indigenous School Physical Education has been built in the daily life of the school as an expression of the local culture (traditional and sportive), of the non-positive experiences of the past with an emphasis on sports and within a context of the indigenous school with a predominance of teachers from another ethnicity.
Keywords: Teacher Training. School Physical Education. Indigenous School Education.
