O brincar na Escola Municipal Indígena Tengatuí Marangatu em Dourados/MS

Abstract

The general objective of the research was to show how playing is included in the curriculum documents and in the propositions of pedagogical practices for indigenous children from Five to tem years old from the Municipal Indigenous School Tengatuí Marangatu (EMITM) in the Indigenous Reserve of Dourados (RID), located in the city of Dourados state of Mato Grosso do Sul (MS) Brazil. From a qualitative approach, the methodology provided the dialogue between the theoretical-methodological assumptions of Education with Anthropology and History for the production, analysis and interpretation of data. Documental analysis and semi-structured interviews were used to obtain data that were analyzed using the Content Analysis technique. As for the results, it was verified that the playing of indigenous children reflects the experience, understanding, experimentation and construction of cultural formation through the socialization incorporated by the thought structures of their social group, at the same time they re-elaborate their own cultural heritage in the face of the intercultural relations. However, in the school's national, state and local curriculum documents, playing is more explored as a pedagogical practice in the scope of Early Childhood Education. And in Elementary Education within the scope of Physical Education, disregarding its importance and specificity for the comprehensive education of all children, especially indigenous children. The interviews point out that playing is already part of the planning of school activities by EMITM professionals, but that there are still difficulties among teachers to understand its full interdisciplinary potential and the different ways of playing. In this way, it is evident that there are challenges to be overcome for the planning and implementation of educational practices involving playing in the indigenous school.