Kaingang indigenous culture and environmental care
approaches in Physical Education classes
DOI:
https://doi.org/10.22456/1982-8918.135518Keywords:
Environmental Education., Indigenous School., School Physical Education.Abstract
The study seeks to analyze the different perceptions of the pedagogical practices of an indigenous teacher and a non-indigenous teacher, in addition to investigating students' opinions regarding the incorporation of Kaingang indigenous culture and environmental awareness in Physical Education classes. The methodology adopted focused on the experiences and narratives of two teachers working in indigenous schools, as well as involving the application of questionnaires to students. The results revealed that the indigenous teacher introduces the Kaingang culture through activities such as indigenous games, and the focus on the environment is carried out through trails and related activities. Students emphasized the importance of incorporating indigenous culture and environmental awareness into classes. Thus, this study aimed to bring new perspectives to pedagogical practices, highlighting the interaction between human beings and the natural environment as a relevant reflection for school Physical Education.
Downloads
References
BRASIL. Ministério de Educação e Cultura. Lei nº 9394/96, de 20 de dezembro de 1996. Estabelece as Diretrizes e Bases da Educação Nacional. Brasília: MEC, 1996. Disponível em: https://www.planalto.gov.br/ccivil_03/leis/l9394.htm. Acesso em: 13 maio 2024.
BRASIL. Ministério de Educação e Cultura. Resolução CNE/CEB 5/2012. Define Diretrizes Curriculares Nacionais para a Educação Escolar Indígena na Educação Básica. Brasília, 22 de junho de 2012. Disponível em: http://portal.mec.gov.br/index.php?option=com_docman&view=download&alias=11074-rceb005-12-pdf&category_slug=junho-2012-pdf&Itemid=30192. Acesso em: 13 maio 2024.
BUITRAGO, Edwin Alexander Canon; FRAGA, Alex Branco. As práticas corporais indígenas no ensino da educação física: um estudo de revisão da literatura brasileira e colombiana. Licere, v. 23, n. 3, p. 709–726, 2020. DOI: https://doi.org/10.35699/2447-6218.2020.25082
CENTRO DE INFORMAÇÃO DIOCESE DE RORAIMA - CIDR Índios de Roraima: Makuxí, Taurepang, Ingarikó, Wapixana. Boa Vista: Diocese de Roraima, 1989. Coleção Histórico-Antropológica, n. 1.
CRESPO, Benjamin Perokag. As práticas de ensino Bilíngue na Escola Estadual Indígena de Fundamental Davi Rygjo Fernandes. 2015. Trabalho de Conclusão de Curso (Licenciatura co ênfase em Gestão Ambiental) - Universidade Federal de Santa Catarina. Florianópolis, 2015.
JOVCHELOVITCH, Sandra; BAUER, Martin W. Entrevista narrativa. In: BAUER, Martin W.; GASKELL, George (org.). Pesquisa qualitativa com texto, imagem e som: um manual prático. Petrópolis: Vozes, 2010. p. 90-113.
MALUF, Sônia Weidner. Corpo e corporalidade nas culturas contemporâneas: abordagens antropológicas. Esboços: histórias em contextos globais, v. 9, n. 9, p. 87-101, jan., 2001. Disponível em: https://periodicos.ufsc.br/index.php/esbocos/article/view/563. Acesso em: 13 maio 2024.
MAUSS, Marcel. As técnicas do corpo. In: MAUSS, Marcel. Sociologia e Antropologia. São Paulo: Cosac Naify, 2003. p. 399-422.
MENEZES, Maria Christine Berdusco; FAUSTINO, Rosângela Célia; NOVAK, Maria Simone Jacomini. Alfabetização e aprendizagem da língua materna como língua estrangeira em escolas indígenas no Paraná. Línguas & Letras, v. 20, n. 46, 2019. Disponível em: https://e-revista.unioeste.br/index.php/linguaseletras/article/view/22047. Acesso em: 17 de maio. 2024.
PEREIRA, Arliene Stephanie Menezes. Práticas corporais indígenas: jogos, brincadeiras e lutas para implementação da lei 11.645/08 na Educação Física escolar. Fortaleza: Aliás, 2021.
SILVA, Sergio Baptista da. Dualismo e cosmologia Kaingang: o Xamã e o domínio da floresta. Horizontes Antropológicos, v. 8, n. 18, p. 189-209, dezembro de 2002. Disponível em: https://www.scielo.br/j/ha/a/YPFRvPpqwtFFpGT9pNqttMm/?lang=pt Acesso em: 13 maio 2024.
SOUSA, Maria Goreti da Silva; CABRAL, Carmen Lúcia de Oliveira. A narrativa como opção metodológica de pesquisa e formação de professores. Horizontes, v. 33, n. 2, p. 149-158, jul./dez., 2015. DOI: https://doi.org/10.24933/horizontes.v33i2.149
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2024 Movimento
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors retain the copyright to the manuscripts they submit and grant Movimento the right to publish the text in accordance with the open licensing policy adopted by the journal.
Movimento adopts the Creative Commons Atribuição 4.0 Internacional (CC BY 4.0) license and follows the Open Access model, which provides unrestricted online access, including free access, to all scholarly texts published by the journal.
When submitting a manuscript, authors must acknowledge that they are aware of the copyright licensing terms that will apply if the manuscript is accepted and published, as described below:
- Open access is a condition in which the copyright holder of a scholarly work grants third parties’ rights to use the work under an open license (Creative Commons Attribution, CC BY)
- Open access provides free and immediate access to the work, authorizing any user to read, download, copy, distribute, print, search, or link to the full texts of articles; index them; pass them as data to software; or use them for any other lawful purpose.
Movimento encourages authors to self-archive accepted manuscripts by making them available on personal blogs, institutional repositories, academic social media platforms, and personal profiles, provided that the complete reference to the published version on the journal's website and/or the SciELO Collection page is included.
