Educação estética na escola indígena kaingang : propostas para o ensino de geografia

Abstract

This research was originated from the desire to bring the aesthetic education and school geography, from the construction of different knowledge about the relationship of humans in nature, through educational workshops. Thus, this thesis aims to investigate the contribution of aesthetic education workshops in the learning of indigenous students in 6th grade, in the discipline of geography, considering the need for an education that promotes different knowledge on the relationship between human beings and nature, appropriate the reality of the group. This study is part of the Educational Processes Research Line and Language, being a qualitative ethnographic research nature, and focuses on teaching geography through aesthetic education workshops. For both the problem of research aims to answer the following question: How do the aesthetic education workshops can contribute, through the discipline of geography, learning of indigenous students in 6th grade, facilitating spatial learning and environmental and cultural relations experienced in everyday? Indigenous education, geography teaching, kaingang culture and aesthetic education: Therefore, first a literature search on the key themes that guide this study was developed. Subsequently was initiated to field research in order to know the reality of the school, located in an indigenous village on north of Rio Grande do Sul. Then observations in the school setting and in the classroom were conducted during geography lessons to a group of students from 6th grade, and recorded in the field diary. From these contributions we started the construction process of aesthetic education workshops for application, making it possible to collect data for research. With the observations made and activities undertaken during the workshops was possible to identify different possibilities for teaching and learning. In this research we considered the need to contribute to a process of humanization of geography teaching through the possibilities coming from the aesthetics education. Thus, we carried out a description and interpretation of the phenomenological essences that emerged in the research, from the method of Giorgi and more an essence added by Comiotto cited by Ormezzano and Torres (2002). This study had as main references Cavalcanti, Callai, Ormezzano, Duarte Jr., Faustino and Paviani