Banca de DEFESA: MANOILLY DANTAS DE OLIVEIRA

Uma banca de DEFESA de DOUTORADO foi cadastrada pelo programa.
STUDENT : MANOILLY DANTAS DE OLIVEIRA
DATE: 26/07/2024
TIME: 14:00
LOCAL: Webconferência
TITLE:

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KEY WORDS:

Children’s literature. Teacher training. Indigenous literature. Formation of readers

PAGES: 345
BIG AREA: Ciências Humanas
AREA: Educação
SUMMARY:

This thesis examines the contributions of ongoing training on the mediation of children's literature with indigenous themes that enable discussions about indigenous cultures in the classroom and the formation of readers, contributing to critical teaching practices. It is based on the studies of Amarilha (2012), Barthes (2013), Candido (2017), and Coelho (2000) on literature and reader formation; Bonin (2009; 2008), Graúna (2013), and Thiel (2012) on children's literature with indigenous themes; Baniwa (2006) and Munduruku (2019; 2012) on indigenous history and culture; Freire (2013; 1979), Imbernón (2010), Nóvoa (2022), Ramalho, Nuñez, and Gauthier (2004) on teacher training; Candau (2008) and Fleury (2003) on interculturality and education. The school institution should provide knowledge of indigenous culture in a contemporary way, through intercultural practices that encourage respect and democracy among cultures, fulfilling Law No. 11,645/2008, which mandates these discussions in classrooms. Children's literature with indigenous themes presents itself as a way to bring children closer to these cultures, requiring a mediator who is aware of their formative role. This qualitative, exploratory investigation with pedagogical intervention studied the results of the continuing education course "Children's Literature with Indigenous Themes in the Classroom," with 60 hours, conducted with 50 pedagogues working in the public education network of the state of Rio Grande do Norte. Of these participants, 15 teachers composed the study's focus group, with 7 working in Early Childhood Education and 8 in the initial years of Elementary Education. The corpus of Literature with indigenous themes included the following works: Ay Kakyri Tama: eu moro na cidade (Kambeba, 2018), A mulher que virou urutau (Jekupé; Kerexu, 2011), “Brasil” do livro Metade cara, metade máscara (Potiguara, 2019), “Cobragrande” do livro Cobra-grande: histórias da Amazônia (Taylor, 2008), “É índio ou não é índio” da obra Histórias de índio (Munduruku, 2016), Meu vô Apolinário: um mergulho no rio da minha memória (Munduruku, 2005), “Somos” do livro Infinito (Araújo, 2022). The data included responses to the initial and final questionnaires, discussions on three works of indigenous literature, and dialogues in the focus group meetings. Content Analysis (Bardin, 2016) was used for data analysis. It was found that teachers lack training to mediate discussions about indigenous culture in school, leading to practices that dehumanize these peoples. Regarding literature, there was an observed lack of training on children's literature and reader formation, which was more pronounced concerning indigenous literature, as they were unaware that indigenous people write books. By reading and discussing literature with indigenous themes, the teachers learned the characteristics of these works, shared interpretations, judged situations, and empathized with the characters. Experiencing this, combined with theoretical P A G E 1 0 discussions in the course, led the teachers to advance in their awareness process as educators. It was found that continuing education can contribute to revising conceptions and raising awareness among teachers about their pedagogical and critical roles in discussing indigenous culture and forming literature readers. This study emphasizes the need for children's literature with indigenous themes and reader formation in curricula aimed at the initial and continuing training of educators to overcome monocultural education.

COMMITTEE MEMBERS:
Externa ao Programa - 1801922 - ALESSANDRA CARDOZO DE FREITAS - nullExterna à Instituição - CASSIA DE FATIMA MATOS DOS SANTOS - IFRN
Externa ao Programa - 3057767 - DANIELA AMARAL SILVA FREITAS - nullInterna - ***.909.261-** - MARLY AMARILHA - UFRN
Externo à Instituição - THIAGO ALVES VALENTE