Atuação do indígena licenciado em dança pela ESAT- UEA no componente artes na educação básica

Abstract

The scarcity of jobs and competitions for indigenous teachers to work in the education segment at different levels of training and the existence of Law 11,645 of March 11, 2008, which deals with the mandatory teaching of Afro-Brazilian and indigenous history and culture in public basic education and private sector raised the objective of the research: to investigate the performance of indigenous people with a degree in dance from ESAT-UEA as a teacher of the arts component within the scope of dance in basic education between 2016 and 2023. The study is an applied, exploratory research- descriptive, documentary and survey with a quantitative-qualitative approach. As interlocutors, we elected six adult subjects of both sexes, with an average age of twenty-six years, dance professionals, graduated from the School of Arts and Tourism (ESAT) of the State University of Amazonas (UEA) in the period from 2016 to 2023, where one of these declared himself indigenous. As instruments we used a semi- structured questionnaire with personal data and questions and an interview guide. The data collection process involved the participants who made up the sample as follows: we contacted each of those who made up the list made available by ESAT via WhatsApp and carried out the procedure virtually. After data analysis, the study revealed a series of issues related to the presence and appreciation of indigenous culture in the Brazilian educational context, especially in the field of Art Education. The exhibition gathered data covering seven years and with great difficulty we identified only one professional who declared himself a licensed indigenous person, which demonstrates the hypothesis raised previously, highlighting the existence of a significant gap in the representation of this population working in Education at different levels, also highlighting the mismatch between the obligation of the Law and the commitment of public policies regarding the placement of indigenous professionals to comply with what Law 11,645 recommends, which is to take their history and culture told as it legitimately is to the academic debate. We conclude from this that, even if there is demand, after all indigenous families are in urban perimeters, there is no admission to the job market and, the laws alone do not express meanings, it would be necessary to have a Government Program linked to Higher Education Institutions that invested in placement of these in public education networks and/or bilingual and indigenous schools. Given these reflections, the need for more effective public policies and a structural change in the Brazilian Educational System, aimed at indigenous peoples, becomes evident.