Navegando por Autor "Silva, Letícia Alves da"

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Formação de professores e práticas pedagógicas para o ensino de história em contexto pluriétnico no Alto Rio Negro
(Instituto Federal do Amazonas, 2017-06-13) Silva, Letícia Alves da; Leal, Davi Avelino; http://lattes.cnpq.br/6645382114509617; Leal, Davi Avelino; http://lattes.cnpq.br/6645382114509617; Azevedo, Rosa Oliveira Marins; http://lattes.cnpq.br/3056605003492861; Vieira, Ana Lúcia; http://lattes.cnpq.br/1467122991039987
The present dissertation entitled "Teacher training and pedagogical practices for the teaching of History in a multi-ethnic context in the High Rio Negro river region", is a contribution in the discussions about Pedagogical Practices directed to the History teaching focused in the ethnic, linguistic and culturally diversified indigenous populations. We will start from the different historical and pedagogical approaches related to the History teaching, with the purpose of thinking reflexively about the strategy and the meeting of the alterities. Simultaneously, we try to follow the paths of the construction of the idea of multiculturality and interculturality, that grounds the History teaching in the multi-ethnic context. We will try to demonstrate that multiculturalism and interculturality will be connected to the History teaching and overlapped in the pedagogical process, in order to make possible the pluriethnic understanding of the reality in the indigenous and non-indigenous schools. This objectifies the structuring of pedagogical practices in favor of school education that promotes relationship between the different cultures through the articulation of the indigenous and non-indigenous knowledge. Therefore, Amazonic region, strictly the High Rio Negro river region, presents complex relationships of different cultures, thus becoming fertile soil to think about the History teaching, in this intercultural context. We exemplify this quest Introducing the problem of absence of teacher training, to develop learning methods that unites the indigenous knowledge to the History contents, and that works this. The theme is contextualized with the ethnic, linguistic and sociocultural diversity of the indigenous students that annually join the Municipal, State and Federal education establishments of São Gabriel da Cachoeira City. We seek to reach the main objective developing a teacher‘s workshop which was attended by 33 indigenous teachers who work in Federal, State and Municipal basic education at the High Rio Negro river region. The workshop must develop new pedagogical practices inside a multi-ethnic context in the High Rio Negro river region. To the development of this workshop we chose the active-research method, because it possibilities the intervention in the History teaching praxis and its improvement. Involvement of researchers and respondents was essential for evaluate the problem in vogue, making it dialog with the reality and its interpretation. Thus, the effectuation of the workshop of the pedagogical practices for History teaching in a multi-ethnic context, allowed the articulation of the ethnic knowledge with the contents of the History curriculum of basic education, thus contributing to the improvement of the understanding, interpretation and contextualization of the environment of the indigenous student.
Oficina de práticas pedagógicas para o ensino de história em contexto pluriétnico
(2017-06-13) Silva, Letícia Alves da; Normando, Tarcísio Serpa; http://lattes.cnpq.br/7698576507317746; Leal, Davi Avelino; http://lattes.cnpq.br/6645382114509617; Leal, Davi Avelino; http://lattes.cnpq.br/6645382114509617; Azevedo, Rosa Oliveira Marins; http://lattes.cnpq.br/3056605003492861; Vieira, Ana Lúcia; http://lattes.cnpq.br/1467122991039987
A construction of pedagogical practices for the teaching of History within a teacher training workshop sought to share and build strategies to develop contents of the History subject articulated to elements of the indigenous culture of the Upper Rio Negro. In this sense, it was worked for the development of the contents through generator themes and pedagogy of projects, highlighting other teaching strategies to be developed with students: drama classes, maps and songs. A teacher training workshop under the guidance of action research emphasized theorists who deal with pedagogical practices for the teaching of History within the context of indigenous education. As a written document we developed albums with the result of the work with the content "Historical Sources", generator theme "Plants" and pedagogy of projects about "The emergence of the world and life" by the indigenous and non-indigenous view. Thus, the texts were written in the Baniwa, Tukano, Yanomami and Nheengatú languages, and they were translated into Portuguese. These productions were elaborated by teachers who participated in the training workshop, given the need of pedagogical material for teaching History with texts and illustrations. Finally, this set of efforts will serve to contextualize the teaching practice and contents of the History subject to the ethnic, linguistic and cultural diversity of the indigenous matrix that is present in the classrooms of the educational institutions of the Upper Rio Negro.