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Discursos sobre educação escolar indígena em tempos de pandemia COVID-19 nos jornais de websites
(Universidade do Estado do Amazonas, 2022-10-26) Souza, Rhanny Mary Sales de; Oliveira, Caroline Barroncas de; Costa, Mônica de Oliveira; Estácio, Marcos André Ferreira
The work aimed to problematize ideas of Indigenous School Education in times of Pandemic COVID-19, produced by the statements that institute reports on journalistic website portals, such as: Innovations in Education, Telefônica Vivo Foundation, Brasil de Fato and G1, as well as aiming to present some reflections of the actions that made me know the movement made by the current school that began in the 1970s and, with the strengthening of the Federal Constitution, understand the recognition of indigenous rights. That is, they were excluded from carrying out certain discourses, an interpretation that was carried out from the perspective described by Foucault (1970). Thus, power is not only related to institutions such as the State, or to something that the the State, or to something that the smallest must yield to the largest, it is a relationship of forces and this form is present everywhere, encompassing all places everywhere, encompassing all personal and social activities. In view of this, considering what we have discussed relations between the State and indigenous peoples, in the light of Michael Foucault's theory, we start from the idea that legal that legal practices are exercises of power and these practices convey a will to truth, that is, discourse discourse. It is worth mentioning that my encounter with Foucalt was quite complicated, who introduced us was my dear advisor Caroline Barroncas, who dear advisor Caroline Barroncas, it was very challenging to rewrite this work in the Foucaltian form. I had to read several times, reread a lot, watch several videos about him to be able to understand, because is not easy to understand. In addition, we emphasize the neglect of indigenous communities for the lack of basic sanitation, adequate food basic sanitation, adequate food, provision of health services, among others. In communion with the issues presented in newspapers and magazines, we must understand what really happens in the experiences around of indigenous peoples, especially in the scenario of the COVID 19 pandemic, where we can verify that this situation of difficulties to follow classes during the Pandemic did not happen only with them, but also with other non-indigenous also with other non-indigenous students in the public network. From the mapping, it was also possible to choose teaching methodologies that would help in pedagogical practice and student care. No one of the main objectives of indigenous peoples, which is to keep their culture and customs alive customs. In view of this, it was possible to find a total of 4 statements that permeate the indigenous experience of each report. indigenous experience of each report are: "Precarious Indigenous Education", "Indigenous Education to overcome", "Look of renewal and adaptation" and "Fear of the pandemic", each one denotes the encounters with education and the indigenous indigenous peoples during the current pandemic moments. The search was done randomly on the Google platform. I emphasize that in the SECAD citations, it was still with this nomenclature, but later, it was renamed SECADI, as the term "Inclusion" was added to the program and actions, as we saw on the Inclusion, as we saw on the MEC website. KEYWORDS: Indigenous school education, Discourse, COVID-19 pandemic.