Conhecer e reconhecer os povos originários de Pindorama: uma formulação pedagógica para o ensino da temática indígena nos processos escolares de aprendizagem para crianças

Abstract

This Pedagogical Proposal has as theoretical references the pedagogy of Paulo Freire for Literacy, with the principles of investigation, thematization and problematization; the perspective of decoloniality, based on the need to transform teacher education; and the intercultural approach as a parameter of composition. The main object of study was the elaboration of pedagogical strategies that aim to develop the perception of belonging to the descent and heritage of indigenous peoples, in the training of the non-indigenous child. The research method sought to favor scientific analysis, in order to move along multidisciplinary paths, considering that they are indigenous peoples who have innate pluriverse characteristics in their way of living and in their relationship with the arts and education. We work with bibliographic information, with information collected from non-indigenous teachers in Belo Horizonte and with interviews and observation of the indigenous teacher, Pataxó and Xukuru-Kariri in Minas Gerais, about their learning practices. The corollary of the research is the Pedagogical Game "Letters of Pindorama", a set of ideas to carry out the task of initiating literacy with appreciation of affection and respect for diversity.