A etnoarquitetura escolar indígena como reafirmação curricular de suas identidades étnicas

Abstract

This Course Completion Work (TCC) addresses indigenous school education as a way of knowing and valuing the plurality of Brazilian culture, especially by highlighting the architectural and ethnic aspects in the composition of the basic education school. We believe in the importance of culture in the process of incorporating identity into the school space and its curriculum. Research on indigenous school ethno architecture as a reaffirmation of their ethnic identity, bring contributions to teacher training, since the school environment is a heterogeneous space and for indigenous school education. In view of this, the present work has the general objective: to analyze the ethnoarchitectural aspects of indigenous schools in the community of Baía da Traição - Pb. Given the following specific objectives: a) to seek historical, identity and cultural marks in the school's architectural structure. b) record, through photographs and observations, perspectives of cultural strengthening, through symbols and meanings that strengthen cultural identity. c) evidence the presence and/or absence of cultural identity marks in the school structure. With regard to research procedures, it is classified as documentary and field research. The research was carried out in indigenous reserve schools in the community of Baia da Traição- Pb. The instruments used for data collection were based on: the federal constitution of 1988, and the Opinion CNE/CEB n. 36/2001, of December 4, 2001, of Resolution CNE/CEB n. 1, of April 3, 2002, Law 9.394/1996 and Resolution CNE/CEB n. 7352/2010, of December 14, 2010, as well as observations and photographic records. The results showed that the physical spaces educate and bring respect to the traditions of the original peoples. Making efforts, above all, when we still need to affirm that they have the right to land and a culturally referenced education. It is important to highlight the appreciation of historical and cultural aspects and a curriculum that respects the identity of natives in belonging to their ethnicity. It was noticed that the architectural ways of designing the basic school can contribute to the appreciation of cultural knowledge and preservation of the identities of a people.