Banca de DEFESA: AURÍLIA COUTINHO BESERRA DE ANDRADE

Uma banca de DEFESA de DOUTORADO foi cadastrada pelo programa.
STUDENT : AURÍLIA COUTINHO BESERRA DE ANDRADE
DATE: 22/08/2025
TIME: 09:00
LOCAL: Auditório 2 do NEPSA II
TITLE:

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KEY WORDS:

Keywords: Indigenous Early Childhood Education - Indigenous School Education -

Potiguara Peoples

PAGES: 226
BIG AREA: Ciências Humanas
AREA: Educação
SUMMARY:

This study aimed to investigate Early Childhood Education offered to indigenous children, with the aim of understanding the reality experienced in a Potiguara indigenous Early Childhood Education institution in Baía da Traição/PB, in an attempt to understand whether such pedagogical practices are based on the perspective of differentiated indigenous education. The theoretical chapters addressed the themes that served as guiding guides for data analysis, with the first chapter dedicated to a historical review of the colonization process in Brazil, especially with regard to indigenous people and the marks of this process for looking at indigenous children, their knowledge and traditions, as well as a brief discussion about the Potiguara indigenous people of Paraíba. The second chapter was dedicated to Indigenous School Education, especially that aimed at children in the Early Childhood Education stage, with an emphasis on the legislation and official documents that govern and determine this educational modality. In the third chapter, we constructed a dialogue about education aimed at indigenous peoples in Brazil, as a determining factor for a new educational approach that respects their identities, cultures and traditions, in favor of building a school that belongs to indigenous peoples, based on their needs and that takes into account their local specificities. The research carried out had the participation of fifteen teachers, all from the daycare center investigated, and the data was collected through semi-structured interviews, which were categorized into three axes of analysis: Axis 01 – Conceptions - we grouped the statements about the understanding/conception of what Indigenous School Education is; Axis 02 –Pedagogical Practices, Planning and Curriculum - we grouped the statements about the daily educational practices, children's routine at the Daycare Center, planning and curriculum at the Daycare Center; Axis 03 – The Daycare Center - we grouped information about the physical spaces intended for children at the Daycare Center and their conditions for developing activities. The data were analyzed in light of the precepts of Content Analysis according to Bardin (1977), which pointed out the following results: existence of legal non-compliance with the principles of Indigenous School Education in Brazil, being a denial of the rights of indigenous Potiguara children to have an Indigenous Early Childhood Education that considers them participants in the process, that has them as subjects of knowledge, recognizing their histories and cultures and transposing them into a differentiated school curriculum that is suitable for them, with educational practices rooted in colonizing and catechetical characteristics, with an emphasis on the process of literacy of children in light of a universalist curricular proposal. We defend the thesis that Indigenous Early Childhood Education needs to be differentiated, considering the prior knowledge, customs, traditions and ancestries of children, encouraging the learning of their mother tongue, promoting play, freedom and contact with nature, respecting and valuing the religious rites of each place, understanding the social role played by the child at each stage within the villages, planning their actions together with families and indigenous leaders. A decolonial educational practice in the broadest sense, breaking with Eurocentric historical marks, and, above all, serving the interests of indigenous peoples in their essence, with their experience guided by elements that contribute to the maintenance of traditions, ancestral memories, identities and cultures of indigenous peoples.

COMMITTEE MEMBERS:
Interno - 1149638 - ANTONIO BASILIO NOVAES THOMAZ DE MENEZES
Externo à Instituição - IRAN DE MARIA LEITAO NUNES - UFMA
Externo à Instituição - JOSE MATEUS DO NASCIMENTO - IFRN
Presidente - 1181646 - KILZA FERNANDA MOREIRA DE VIVEIROS
Interna - 2527711 - OLIVIA MORAIS DE MEDEIROS NETA
Externo à Instituição - VALENTIN MARTINEZ-OTERO PÉREZ - UCMADRID
Interno - 3280986 - WALTER PINHEIRO BARBOSA JUNIOR