A evasão Indígena no Ensino Superior : um estudo do caso do povo Gavião da Terra Indígena Mãe Maria
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2016
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A presente pesquisa teve como objeto de estudo a evasão indígena no ensino superior,
exemplificado no estudo do caso dos alunos do povo Gavião da Terra Indígena Mãe Maria, no estado do Pará, esperando contribuir para diminuir os índices de evasão indígena nos curso
superiores na região. O estudo encontra sua justificativa no fato de que é grande o número de
alunos indígenas que não conseguem concluir um curso superior, evadindo por diversas
causas principalmente por choques culturais e também são escassos os estudos que busquem apresentar propostas para sanar esse problema. A metodologia consistiu primeiramente de um
levantamento bibliográfico sobre o tema, sobre causas de evasão indígena no ensino superior
em diversas universidades brasileiras e de projetos voltados para solucionar esse problema,
seguido de aplicação de questionários e realização de entrevistas com discentes e docentes. O
objetivo geral foi detectar as causas da evasão indígena dos alunos do povo Gavião da Terra
Indígena Mãe Maria para assim apresentar propostas para a formação de professores
universitários da região que certamente se depararão com alunos indígenas em suas aulas,
revertendo assim, em benefícios de aperfeiçoamentos para futuros planos de formação
docente desses profissionais no contexto local e possivelmente no Estado do Pará. Como
objetivos específicos esperou-se descrever os elementos culturais do povo Gavião da Terra Indígena Mãe Maria que podem ocasionar choque cultural ou falta de adaptação aos indígenas quando se deslocam de suas terras para frequentar um curso superior; apresentar possíveis
propostas pedagógicas de inclusão e permanência dos índios Gavião no ensino superior e
apontar algumas sugestões para contribuir na elaboração de novas propostas pedagógicas para
a formação de professores universitários. A pesquisa concluiu que o problema reside
principalmente em uma falta de interação, pois os professores deveriam relacionar mais os elementos da cultura indígena aos conteúdos ministrados nas universidades, além de um curso
de adaptação para os indígenas e professores ao início de cada semestre, além de
acompanhamento constante direcionado a esses alunos. Concluiu-se que enquanto uma
universidade indígena não é uma realidade no Brasil, resta aos professores capacitarem-se
mais para receberem esses alunos.
This research had as object of study the indigenous invasion in higher education, exemplified in the case study of students of the people Gavião of Indigenous Mother Mary, in Para state, hoping to contribute to reduce the indigenous dropout rates in the upper course in the region . The study finds its justification in the fact that is large number of indigenous students who fail to complete a degree, evading several causes mainly by cultural clashes and are also few studies that seek to present proposals to remedy this problem. The methodology consisted primarily of a literature review on the topic, on causes of indigenous evasion in higher education in several Brazilian universities and projects aimed to solve this problem, followed by questionnaires and interviews with students and teachers. The overall objective was to detect the causes of indigenous avoidance of the students of the people Gavião of Indigenous Mother Mary order to submit proposals for the training of university teachers in the region that certainly will face indigenous students in their classes, reversing thus benefits from improvements for future plans for teacher training of these professionals in the local context and possibly in the state of Pará. the specific objectives was expected to describe the cultural elements of the people Gavião of indigenous Mother Mary that can cause culture shock or failure to adapt to the Indians when moving of their land to attend a higher education; present possible pedagogical proposals for inclusion and permanence of Gavião Indians in higher education and point out some suggestions to contribute to the development of new educational proposals for the training of university teachers. The research concluded that the problem is mainly a lack of interaction, because teachers should relate more elements of indigenous culture to the content taught in universities, as well as a course of adaptation for indigenous and teachers at the beginning of each semester, in addition to constant monitoring aimed at these students. It was concluded that while an Indian university is not a reality in Brazil, left to teachers to empower more to receive these students.
This research had as object of study the indigenous invasion in higher education, exemplified in the case study of students of the people Gavião of Indigenous Mother Mary, in Para state, hoping to contribute to reduce the indigenous dropout rates in the upper course in the region . The study finds its justification in the fact that is large number of indigenous students who fail to complete a degree, evading several causes mainly by cultural clashes and are also few studies that seek to present proposals to remedy this problem. The methodology consisted primarily of a literature review on the topic, on causes of indigenous evasion in higher education in several Brazilian universities and projects aimed to solve this problem, followed by questionnaires and interviews with students and teachers. The overall objective was to detect the causes of indigenous avoidance of the students of the people Gavião of Indigenous Mother Mary order to submit proposals for the training of university teachers in the region that certainly will face indigenous students in their classes, reversing thus benefits from improvements for future plans for teacher training of these professionals in the local context and possibly in the state of Pará. the specific objectives was expected to describe the cultural elements of the people Gavião of indigenous Mother Mary that can cause culture shock or failure to adapt to the Indians when moving of their land to attend a higher education; present possible pedagogical proposals for inclusion and permanence of Gavião Indians in higher education and point out some suggestions to contribute to the development of new educational proposals for the training of university teachers. The research concluded that the problem is mainly a lack of interaction, because teachers should relate more elements of indigenous culture to the content taught in universities, as well as a course of adaptation for indigenous and teachers at the beginning of each semester, in addition to constant monitoring aimed at these students. It was concluded that while an Indian university is not a reality in Brazil, left to teachers to empower more to receive these students.
Descrição
Orientação: Maria Eduarda Margarido Pires ; co-orientação: Ricardo Figueiredo Pinto
Palavras-chave
MESTRADO EM CIÊNCIAS DA EDUCAÇÃO NA ÁREA DE ESPECIALIZAÇÃO EM SUPERVISÃO PEDAGÓGICA E FORMAÇÃO DE FORMADORES, EDUCAÇÃO, EDUCATION, ENSINO SUPERIOR, HIGHER EDUCATION, INDÍGENAS, INDIGENOUS PEOPLES, FORMAÇÃO DE PROFESSORES, TEACHERS EDUCATION, CULTURA, CULTURE, BRASIL, BRAZIL