Banca de DEFESA: CLERISSON RUDINEY DE OLIVEIRA MOREIRA

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : CLERISSON RUDINEY DE OLIVEIRA MOREIRA
DATE: 26/03/2026
TIME: 09:00
LOCAL: Sala virtual
TITLE:

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KEY WORDS:

Education; Indigenous; School.

PAGES: 83
BIG AREA: Ciências Humanas
AREA: História
SUMMARY:

This study aims to examine the relationship established between the Luís Cúrcio Marinho
Municipal School and the Tapuia Tarairiú Indigenous Community of Lagoa do Tapará,
located in the municipality of Macaíba/RN, in order to understand how the teaching of
History can favor the strengthening of indigenous identity, cultural recognition, and the
development of intercultural pedagogical practices in the school context. The
investigation stemmed from the need to question the historical erasure of indigenous
peoples in school curricula and to reflect on the role of the school as a space of resistance,
identity reconstruction, and valorization of ancestral knowledge. From this perspective,
the study prioritized listening to indigenous voices, especially those of students, family
members, and leaders of the Tapuia Tarairiú community, aiming to understand how their
memories and experiences can be incorporated into the formal teaching of History. A
qualitative methodology was chosen, inspired by action research and school ethnography.
Instruments such as interviews, group discussions, participant observation, and
photographic records were employed, in addition to the analysis of institutional
documents and pedagogical records produced by the school. The creation of audiovisual
materials was also adopted as a didactic resource and as a form of cultural expression for
the participants. The results indicate that valuing the community's cultural practices,
including orality, the Otxukayana language, and the Toré rituals, strengthens the students'
sense of belonging and favors the construction of an education historically committed to
ethnic-racial diversity. It is concluded that the teaching of History, by establishing a
dialogue with traditional knowledge and respecting collective identities, can constitute
itself as an agent of social transformation. The strengthening of intercultural education is
conditioned by the political and pedagogical commitment of educational institutions, the
provision of continuing education for teachers, and the active participation of indigenous
communities in the construction of their own educational paths.

 

COMMITTEE MEMBERS:
Externa à Instituição - CLAUDIA CRISTINA DO LAGO BORGES
Interno - 1879280 - LIGIO JOSE DE OLIVEIRA MAIA
Interno - 2279106 - ROBERTO AIRON SILVA