Banca de QUALIFICAÇÃO: TERESA REGIA ARAUJO DE MEDEIROS

Uma banca de QUALIFICAÇÃO de MESTRADO foi cadastrada pelo programa.
STUDENT : TERESA REGIA ARAUJO DE MEDEIROS
DATE: 01/09/2025
TIME: 09:00
LOCAL: Sala virtual - Google Meet
TITLE:

My Body, Your Body, Our Bodies: Indigenous Arts and Ethnoracial Relations in Early Childhood Education

KEY WORDS:

Early Childhood Education; Indigenous arts; interculturality; ethnic–racial relations; action research.

 

PAGES: 180
BIG AREA: Lingüística, Letras e Artes
AREA: Artes
SUMMARY:

This dissertation investigates how experiences with Indigenous arts and knowledges in Early Childhood Education foster positive attitudes toward ethno-racial relations. I conducted an action-research project with ethnographic and narrative inspiration in a class of 22 children aged 4–5 at NEI-CAp/UFRN throughout 2024. We designed open- ended sequences articulating appreciation, contextualization, and making storytelling with an emphasis on Indigenous authorship; body painting and graphic motifs; clay modeling; crafting maracás and rain sticks; Toré dances; visits to Indigenous villages and cultural spaces; and workshops with invited guests. The theoretical framework mobilizes Vygotsky on mediation and the unity of affect and intellect; Ana Mae Barbosa on the didactic triangle; Jorge Larrosa on experience; Vera Maria Candau on interculturality; and Boaventura de Sousa Santos on an ecology of knowledges, in dialogue with Ailton Krenak, Daniel Munduruku, and Sandra Benites, as well as contributions by David Le Breton and Teresinha Petrúcia Nóbrega on embodiment and aesthesis. The data set comprised children’s utterances, field notes, photographs, and artifacts, analyzed through thick description and thematic analysis. Findings indicate a shift from the “generic Indian” stereotype toward recognition of contemporary, also urban, Indigenous peoples; expansion of the symbolic repertoire through the uptake of Tupi- Guarani vocabulary and the meanings of graphic motifs; embodied learning with greater precision and authorship of line, especially on the maracás; and the emergence of empathetic and anti-racist attitudes, such as respect for rituals, an understanding of the centrality of territory, and children’s own proposals to support Indigenous struggles. I conclude that art, lived as aesthetic and intercultural mediation, is a powerful pathway to enact Brazil’s Law 11,645/08 in Early Childhood Education and to cultivate sensibilities that promote more just ethno-racial relations from the earliest years.

COMMITTEE MEMBERS:
Externa à Instituição - GILVANIA MAURICIO DIAS DE PONTES
Interna - 2432915 - MARISTELA DE OLIVEIRA MOSCA
Presidente - 2141640 - RENATA VIANA DE BARROS THOME