Presença de crianças indígenas em escolas municipais não indígenas de Dourados-MS: a educação na perspectiva intercultural

Abstract

Debates about education, cultural diversity and intercultural themes occupy nowadays more and more space, allowing questions and raising issues related to the recognition of cultural diversity around the world and in particular in Brazil, considered the great concentration of people, different cultures and ethnicities of this country. This study is the result of my activity as a teacher and a professional researcher who sought to study and reflect on education, especially on the relations between indigenous and non-indigenous students and teachers who live in the same social environment. Its main goal is to study the relationships and identify barriers to be encountered in public schools that serve not indigenous students and the Indians of Dourados-MS, in Brazil, from the perspective of a possible intercultural dialogue in education. We seek to identify the strategies that schools develop to cope with the demands of intercultural events in the contemporary educational context and to ask how this education is being consolidated in such spaces. Observing and describing aspects of living and practices developed in the schools, we try to describe the difficulties and barriers concerning the theoretical and methodological work in classrooms and the limitations teachers encounter, such as the physical-structural conditions in which the process takes shape and other ones. Anchored in the perspective of cultural studies, emphasized by authors and researchers addressing interculturalism, we highlight the data collection obtained through interviews, observations, informal conversations and analysis of interviews and school documents (the Political Pedagogical Project - PPP). Two teachers and a coordinator of each institution and the researcher (who work/worked in this cultural context) acted as partners of the investigation, taking as reference the public schools in the municipal education of Dourados. Based on comparative study and considerations listed, identified the fact that the barriers found in public schools (non-indigenous) are connected to the methodological limitations, lack of teaching resources specific pupils identified, in addition to concentrated pedagogical training designed to meet the children in a generic way, homogenizing (comprehensive context).