Banca de DEFESA: SILVANO CARLOS DE SOUZA

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : SILVANO CARLOS DE SOUZA
DATE: 15/04/2024
TIME: 08:30
LOCAL: Platarforma de Webconferência
TITLE:

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KEY WORDS:

school failure/success; experiences of the Mendonças do Amarelão curumins.

PAGES: 128
BIG AREA: Ciências Humanas
AREA: Educação
SUMMARY:

The main subjects of this research were the curumins-students at the Amarelão Indigenous
Municipal School who attended the 5th grade of elementary school in 2023. The choice of
5th grade was due to the fact that according to the National Institute of Studies and Research
INEP (2017), the failure rate in 5th grade was 54.8% and the pass rate was 45.2% and 0% of
school dropouts in 2018. The context investigated was also chosen because the Potiguara
people, who live in the Mendonças do Amarelão indigenous territory, make up the largest
indigenous community in the state of Rio Grande do Norte. The methodological procedures
involved field research in a 5th grade class with 16 children aged between 10 and 15. To this
end, we held meetings with the students both in groups in the classroom with the screening of
the short film Vida Maria and the telling of the story, The Boy Who Learned to See, and
individually through interviews and questionnaires. For theoretical support, we anchored
ourselves in Cultural Studies in Education with authors such as Stuart Hall (1997), Bonin,
Ripoll and Aguiar (2003) and Costa, Silveira and Sommer (2003). To help us understand the
phenomenon of "School Failure and Success", we used authors such as Patto (2010), Bossa
(2002), Álvaro Marchesi and Carlos Hernández (2004) Teodoro (2006), Charlout (2006),
Esteban (2009) and Sores (1997). To discuss indigenous education and indigenous school
education, we drew on the studies of Baniwa (2019), Mèlia (1979), Cohn (2005) and Bonin,
Ripoll, Aguiar (2015), Bonin (2022), Brito (2000). Based on the analysis of the data, the main
results of the research show that 31% of the indigenous children in the class surveyed do not
know how to read or write and that 50% reported difficulties in learning mathematics, which
can compromise their entire school development. The children live with the culture of cashew
nut cracking and some already work to help their parents. They are intelligent children who
have dreams of becoming soccer players, doctors, teachers and having a better future. The
indigenous school is in the process of being adapted to guarantee an indigenous school
education. The children experience indigenous culture in specific activities such as the Toré
dance and plays about the community's history. For the Curumins, success is related to
happiness, health and being able to count on someone by their side, and failure is when they
don't learn to read and write and are alone.

COMMITTEE MEMBERS:
Externa à Instituição - ANA PAULA ABRAHAMIAN DE SOUZA - UFRPE
Interna - 6347805 - DENISE MARIA DE CARVALHO LOPES
Externa à Instituição - GIOVANA CARLA CARDOSO AMORIM - UERN
Presidente - 1672888 - MARIANGELA MOMO
Externa ao Programa - 1131585 - PATRICIA IGNACIO - null