A DIMENSÃO DA FORMAÇÃO OMNILATERAL NA EDUCAÇÃO ESCOLAR INDÍGENA DO POVO TAPUIA: UM ESTUDO DE CASO EM RUBIATABA (GOIÁS)

Abstract

This research is linked to the Postgraduate Program in Professional and Technological Education (ProfEPT) of the associated institution Instituto Federal Goiano – Campus Ceres. The study addressed the dimension of omnilateral training in the indigenous school education of the Tapuia people, with an emphasis on the pedagogical practice of the Colégio Estadual Indígena Cacique José Borges (CEICJB), located in Aldeia do Carretão, in Rubiataba, Goiás. The general objective consisted of observing and analyze the training process developed in this indigenous school, unfolding into specific objectives that included the analysis of teaching-learning, the description of the culture and social practices related to school education, the identification of changes in conceptions about indigenous education and the elaboration of a documentary to publicize the experiences of this reality. As a methodological process, the investigation used a qualitative approach focusing on the case study conducted during the months of March to June 2023. Initially, the research population consisted of seven students enrolled in the High School series (second and third), being later expanded to include three first grade students, totaling ten students participating in the investigation. In addition to these, the eight teachers who work in high school were interviewed, the school manager, the secretary of education of the municipality where the school is based (the Secretary of Education of Rubiataba), the Regional Coordinator of the State Coordination of Education of Rubiataba and the Chief representative of the village, resulting in twelve subjects. Data collection mobilized different instruments, according to the groups of participants. High school students responded to the semi-structured questionnaire, consisting of eight objective questions and three open/discursive questions. For the remaining research participants, interviews were conducted based on a previously established script. During this data collection work, audio recording applications were used, as well as mobile devices, and a camcorder to record interactions, followed by transcription, analysis and processing of the information collected. The study demonstrated that indigenous schools promote intercultural education that integrates indigenous scientific and cultural knowledge. Furthermore, the research highlighted the importance of thinking about indigenous school education that respects cultural diversity and values the particularities of each community. The school investigated has an adequate structure and promotes interaction between indigenous and non-indigenous students, enriching the educational experience of both. The study revealed that the training of indigenous students must be linked to the knowledge of their people but must also prepare them for the challenges of a globalized society. It also demonstrates that the school investigated has an adequate structure and promotes interaction between indigenous and non-indigenous students. The investigation found that the educational training experienced by indigenous students must be linked to the knowledge of their people, in addition to preparing them for the challenges of a globalized society, highlighting the insertion and appropriation of the training perspective known as omnilateral training, conceived by theorist Antônio Gramsci and in Brazil disseminated by Dante Moura, Marise Ramos, Maria Ciavatta, among others, which refers to people's understanding of the world through characteristics of the real world (science), appreciation (ethics) and symbolization (art), which is recognized as general training knowledge. Through arts, body painting and graphics, ethics and respect for indigenous culture, customs, traditions of society, among others, disseminated by the Goiás Tec program, present in high school at the researched school, which also works/addresses Scientific knowledge. The research resulted in the production of a documentary entitled: “Stories and formative resilience captured in the school education of the Tapuia People”, which tells the story of the indigenous school education of the Tapuia people and their formative resilience