MEMÓRIA E ORALIDADE NA FORMAÇÃO DOCENTE
A CONTRIBUIÇÃO DOS ANCIÕES NA TRAJETÓRIA DE PROFESSORES INDÍGENAS EGRESSOS DA LICENCIATURA INTERCULTURAL INDÍGENA – UFSC
DOI:
https://doi.org/10.22456/1982-6524.138123Abstract
This article aims to present the results of a research project in which we sought to identify the contribution of the memory and orality of indigenous elders in the development of research for the preparation of course completion papers (TCCs) by students of the UFSC Indigenous Intercultural Degree (Guarani, Kaingang and Laklãnõ/Xokleng peoples). The research was carried out through quantitative and qualitative analysis of the TCCs, when those were selected in which consistent contributions from elders were identified for their teacher training process and in the organization of specific and differentiated pedagogical practices. In theoretical and conceptual terms, the aim was to investigate how much and in what way the knowledge of tradition is being used by graduates, and also how much the indigenous school allows itself to receive and share this knowledge with the younger generations. Finally, the aim was to find out whether the Intercultural Degree fosters actions that value traditional teaching methods in conjunction with the knowledge acquired during university training.