Educação escolar na comunidade indígena Guajajara: a questão do ensino aprendizagem na escola indígena Firmino

Abstract

The history of indigenous education has long been marked by denial of identity, violation of their cultures and the extermination ethnolinguistic, in an attempt to turn the natives into someone different than they were. This attitude lasted until 1988 with the Federal Constitution, which established the recognition of their social organizations, their customs, their languages , beliefs and traditions. Therefore, this paper specifically describes the situation / process of teaching and learning in Indigenous School GuajajaraFirmino in the indigenous community of the village in the town of Bethel Wire. Therefore, I use ethnography as a methodology with a qualitative approach. The data are results of observations in the classroom and semi-structured interviews, in which I found a group of variables such as location of the school, number of classrooms, number of teachers, lack of knowledge by teachers on language and Tenetehara culture, lack of linguistic and anthropological training provided to teachers, lack of suitable teaching material and the delay in hiring of teachers. At the end of the research emerged other issues arising from this discussion, such occurrences deserve further investigation, and provide suggestions for future work.