História e cultura indígena : perspectivas e possibilidades para as aulas de educação física na cidade de Cáceres-MT

Abstract

Different social groups and groups like the indigenous, created and led in Brazilian education, and from this education we seek to highlight the pedagogical practices that can be developed in school by Physical Education. The challenge of this pedagogical transposition considering the history and culture of indigenous peoples and their school education, as provided by Law 11,645 / 08, mobilizes us for this research with reference to the city of Cáceres-MT. For a research linked to the Research Group Body, Education and Culture (COEDUC), we opted for the qualitative investigation that, due to the situation of the pandemic (2020-2021), was delimited by the exploratory study, using the bibliographic and documentary data collection, and, with remote resources, those identified with effective Physical Education teachers from the local state education network, our employees. The analysis and discussion dialog with the data from the training developed for this purpose by COEDUC, whose focus is the study of ethnic racial relations in the curriculum, especially in the complexity of indigenous peoples. Through the state of the art on the inclusion of indigenous history and culture in the school and the speeches of the interviewed teachers, we analyzed the possibilities of “History and Indigenous Culture” to enroll in pedagogical practices based on some contents of school Physical Education. We can thus show canoeing practices linked to the historicity of Paiaguás, which is crossed by the history of Mato Grosso; and Arrow Shooting, as a practice linked to the food and defense of many indigenous peoples today. With the studies of the existing academic production, we identified that the thread that runs through the research is related to culture, corporeality and intercultural education, the latter considered as a primordial tool to break with the Eurocentric paradigm that is consolidated by monocultural education. With that, in the research, we recognize body practices whose contents enhance interculturality in Physical Education classes: Dance, Log Race, Power or War Cable, Fight, Blowgun, Bow and Arrow, Spear and Football. Despite the proposed activities, we understand that this is not a model proposal, but only an answer from studies that seek possibilities to include in the school curriculum, through the syllabus of Physical Education, the indigenous theme, as historical and cultural knowledge of the constitutive differences of the people Brazilian, understanding the process that made indigenous peoples invisible and produced the racism that marks the current relationship about their ways of living and being in Brazilian society. We conclude that it is possible to include indigenous history and culture in Physical Education classes at the State Education Network in the city of Cáceres-MT, as long as there is a training focused on specificity, attending to the studies necessary for Ethnic-Racial Relations in Brazil.