Bedzé wò hibatèdè - conhecimentos ressonantes: diálogos entre a educação transdisciplinar e a práxis indígena Kiriri.

AUTOR(ES)
DATA DE PUBLICAÇÃO

2008

RESUMO

This study is about the Indian pedagogical praxis Kiriri and intends to establish a dialogue with the pedagogical praxis of non-Indian teachers with the intention to introduce new reflections upon the educative action in the school field in a trandisciplinar perspective. The phenomenological approach was used, applied to a study of case in the Kiriri Indian reservation in Saco dos Morcegos, Mirandela/Bahia. The object was defined as chronotopical, which involves the period from 2001 to 2005 so that it would be possible to evidence modifications in the Kiriri Indian pedagogical praxis which would resound in the lives of children and young people in this place, as well as to analyze the possible educative actions which are close to the principal of transdisciplinarity, these modifications/actions are understood as precise educational actions. The techniques used were interviews, direct observations, questionnaires, photographical collection, documental collection, among others, having the objective to approach these particular educational attitudes to the cultural criticism and the transdisciplinarity. The adoption of quantitative and qualitative approaches make possible the attempt to interlace transgressive fields in the area of thought and action, mainly, in the epistemological field named Transdisciplinarity and Cultural Studies, associated with the Indian culture/praxis Kiriri. It is important to emphasize that, despite all the difficulties, especially in relation to the question of fight for land and for the right to live, the pedagogical praxis, accomplished in the Kiriri school, searches for different ways to cohabit with the establishment, valuing the oral tradition, the learning of their native language vocabulary - Kipeá, the sacred ceremonials and their own culture. Therefore, there was the pretension to construct a line of connection between these kinds of knowledge, in a way that it would be possible to think about other ways of sustainability, other values to the school models of the non-Indian population, longing for creating a dialogical space between these cultures, as well as a possibility to accomplish processes of learning which would be able to accept the difference/diversity in an ontological perspective, establishing a dialogue, therefore, with other forms of knowledge.

ASSUNTO(S)

culture oralidade cultura pedagogical praxis kiriri transdisciplinaridade práxis pedagógica school kiriri educacao orality escola transdisciplinarity

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