Banca de DEFESA: PABLO FREITAS CARVALHO

TEACHING WORK IN PHYSICAL EDUCATION IN INDIGENOUS SCHOOLS OF THE 

GAVIÃO PEOPLE OF THE MÃE MARIA INDIGENOUS LAND/PA

teaching work; indigenous school education; school physical education; critical interculturality; decolonial education.

This study discusses Physical Education and Indigenous School Education, through teaching work in state indigenous schools belonging to the Gavião people of the Mãe Maria Indigenous Land, located in the Southeast Mesoregion of the State of Pará. The general objective was to understand the teaching work of teachers/ those of Physical Education in indigenous schools of the Gavião people of the Mãe Maria Indigenous Land/PA, given the principles that underlie Indigenous School Education, namely, specific, differentiated, bilingual/multilingual, intercultural and community education. To compose the theoretical framework of this work, some authors were studied, including: Daólio (1995a, 1995b, 2004), Grando (2004, 2010, 2021, 2022), Baniwa (2005, 2013, 2019), Luciano (2011, 2013), Fernandes (2010, 2017, 2022), Tardif and Lessard (2008), and Tardif (2014). An educational ethnography of the teaching practice of an indigenous Physical Education teacher and a non-indigenous Physical Education teacher was then carried out in two state indigenous schools, belonging to the Gavião people of the Mãe Maria/PA Indigenous Land. To obtain information for this study, the following techniques were used: bibliographic and documentary mapping on teaching work in Physical Education and Indigenous School Education; semi-structured interviews with research interlocutors; Participant observation of a clipping of the daily teaching work of each interlocutor was also used, added to the analysis of the Pedagogical Political Projects of the two participating schools. The process of analyzing the set of information gathered was mediated by the triangulation technique, following the guidelines of Molina Neto (2004). Among the syntheses of interpretation of the information collected, it was possible to identify that the teaching practice in Physical Education, both by the indigenous teacher and the non-indigenous teacher, is guided by the principles that underlie Indigenous School Education, and the difference between the teaching work of Both, it is in the ethnic awareness that the indigenous teacher has, as she is ethnically belonging to the community in which she works, which is the difference and the main factor that positively impacts her work. It is hoped that the present study can support reflections on Physical Education that increasingly recognize the protagonism and autonomy of different indigenous peoples, their ancestral knowledge and knowledge and their symbolically, culturally, and spiritually differentiated bodily practices, as well as their processes social and historical aspects that mark their daily lives today.