As dificuldades dos professores no ensino das crianças indígenas do 5° ano do ensino fundamental I em uma escola urbana de Parintins

Abstract

The research undertaken consists of an analysis of the difficulties of teachers in teaching indigenous children in the 5th year of Elementary School in an urban school in Parintins. This work aimed to understand the main difficulties that urban school teachers face in the process of teaching indigenous children. To deepen this study, the discussions and reflections of the following theorists were sought: Andrade e Silva (2017), Grupioni (2001), Luciano (2006), Munduruku (2012), Mubarac Sobrinho (2011), Ramos, Nogueira and Franco (2019), Menezes (2018) and Vygotsky (2001). The methodological path of the present research was carried out based on a case study of the qualitative type, having as a phenomenological approach method and as a research technique, a structured interview and an open questionnaire were used to collect data and information from the 5th grade teachers of Elementary School I. The investigation pointed out as main difficulties, lack of dialogue between indigenous children and teachers; language differences, children's difficulty in understanding Portuguese; the lack of methodologies, the lack of specific and differentiated didactic materials and the lack of investments; insufficient initial training with only one theoretical subject and continuing training that is not being offered by SEMED or by the school. It was understood that the teachers' difficulties are linked to the initial training that disciplines directed to indigenous themes were not made available, much less disciplines with theoretical-practices that would allow an experience and appropriation of specific and differentiated methodologies, in addition, it was understood that the continuing education that was not offered is essential for methodological innovations and for the qualification of teachers.