The Terena pedagogy and the PIN from Nioaque: relationship among family, comunity and school. / A pedagogia terena e a criança do Pin Nioaque: as relações entre família, comunidade e escola

AUTOR(ES)
DATA DE PUBLICAÇÃO

2008

RESUMO

This research in the Cultural Diversity and Indigenous Education of Education Master UCDB and aims observe, register and study the learning process in the Terena pedagogicenvironment, as the factors that contribute to the development of this pedagogy in the places where the children are living, as the family, the community and the school. The research was carried on in the Indigenous place (PIN) Nioaque, located in Nioaque city state of M.S. and the methodological process done in four stages: 1) bibliography review about the theme (Terena culture and history, child and Indigenous child); 2) ethnographic observation of the established relations in the village; 3) collection of oral reports from ancient people; 4) collected data categorization and interpretation. We can state that Terena pedagogy, across the years, has contributed to the these children from this PIN identity building process without leaving their traditional knowledge, becoming a resistance symbol, while keeps their origins the oral tradition, example value and action value as epistemological and pedagogical principles- redefine their values to build the Indigenous children identity and their members, speaking in a intra and intercultural context (negotiations, articulations and alliances).

ASSUNTO(S)

criança terena learning process indian pedagogy processos próprios de aprendizagem terena child pedagogia indígena educacao

ACESSO AO ARTIGO

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