Filosofia indígena e seu ensino na construção de saberes produzidos pelo povo Xerente no estado do Tocantins

Abstract

This dissertation addresses indigenous philosophy and its teaching in the construction of the knowledge of the Xerente people in the state of Tocantins. The objectives include: To analyze the documentation and curricula of the teachers of the indigenous school institution; to describe the routines of the State Council for Indigenous School Education of the state of Tocantins. To investigate how the Xerente Indigenous High School relates to the elders through the contents of the philosophy curricular component in the classroom. The central problem asks: how does the teaching of philosophy in indigenous curricular components contribute to the construction of traditional knowledge and the worldview of the Xerente people in Tocantins? Other questions addressed include: what is the training of the teachers who teach Philosophy in indigenous schools? What are the routines and representative composition of the Council for Indigenous School Education of Tocantins? How is traditional knowledge worked in the indigenous school? The methodology adopted was qualitative, of an applied nature and with exploratory objectives, technical procedures of action research. It was observed that the deliberations of the indigenous school education council are not always carried out objectively. To address these challenges, the proposal is to use images to construct narratives that engage with traditional knowledge, valuing them in philosophy classes in addition to the contents of the curricular component guided by the state government. This educational product, aimed at teacher training in Philosophy in indigenous schools, has as its central problem the implementation of activities using images (photographic or video), aiming at the development of theoretical and critical thinking of high school students in an indigenous school.