Ludicidade com recursos visuais: uma proposta para a educação escolar indígena Krahô

Abstract

The present thesis reports the development of a research directed to Krahô Indigenous School Education, carried out at the 19 de Abril Indigenous School, located in the Manoel Alves Pequeno Village (Goiatins municipality, northeast of the state of Tocantins). The justification for conducting the research has as pillars of support the importance of the vision so that the teaching-learning process can take place in a significant way and the idea that the alternative visual resources constitute a possibility of use of the visual language without the need to use information technology, either by choice or by lack of access. On this basis is established the premise that playful education provided by the use of alternative visual resources can contribute to the development of the teaching-learning process of students Krahô, helping to achieve an intercultural, differentiated, bilingual and specific teaching, as advocated by National Curricular Parameters - PCN (1998), the National Curriculum Referential for Indigenous Schools - RCNEI (1998) and other documents related to the subject. Thus, the objective of this thesis is centred on the proposal of insertion of playfulness with alternative visual resources in the teaching practices of Krahô indigenous school education, by means of a mini-course of training for local teachers (indigenous and non-indigenous), with a view to improving students learning in the various disciplines. Considering the focus on the sphere of teaching practice, the qualitative approach based on phenomenology was chosen as the best methodological option, and action research was chosen as a form of project implementation, which was carried out in four phases that included: initial diagnosis, obtained by means of observation and interviews, period of intervention, second diagnosis and final reflection. The research strategies are grounded on Bicudo and Espósito (1994), Lüdke and André (1986), Thiollent (1986), Minayo (2002), Chizzotti (2006), Angrosino (2009), Silveira and Córdova, Flick (2009a, 2009b), among others. The theoretical foundations for playfulness in teaching include: Comenius (2001), Brougère (1998) Freinet (2010), Santos (2001), Luckesi (1998, 2014), Lauand (2003, 2006) and Almeida (2007, 2013). Among the defenders of visual resources are Parra (1973, 1975), Comenius (2001), Neves (2005), Bordenave and Pereira (1982), Piletti (2004), Ribeiro, Dias and Relvas (1999), Schmidt e Pazin Filho (2007), Alves (2011) and Haydt (2011). The theoretical foundations for teaching ludicity include: Comenius (2001), Brougère (1998) Freinet (2010), Santos (2001), Luckesi (1998, 2014), Lauand (2003, 2006) and Almeida. All ten school teachers participated in mini-course workshops, receiving theoretical information, making materials and learning how to use them. As a consequence of the application of the research, it was verified the inclusion of visual resources in the teaching practice of the majority of the teachers of the 19 de Abril Indigenous School.