Abstract
This work aims to understand the context of Kaingang indigenous women in the Interdisciplinary Course in Rural Education: Natural Sciences - Licentiate of Federal University of Southern Border (UFFS), Campus Erechim, discussing aspects such as the educational experiences of female participation in construction of scientific knowledge and the empowerment of indigenous women with their inclusion in higher education. The methodology used has a qualitative approach of an interpretive nature and the research, in relation to the technical procedures, is bibliographical and documentary. The data were constructed using the Pedagogical Proposal of the Course (PPC), the observation of the experiences and the UFFS Academic Registry. The main results show that the Kaingangs indigenous women have a high degree of representation in the course in Rural Education in the training of teachers in the area of Natural Sciences, thus realizing that the insertion of Kaingang women in higher education contributes to the construction of autonomy, empowerment and resistance of indigenous peoples. These results point to the importance of indigenous female participation in the construction of scientific knowledge and its re-signification, taking into account the social and cultural dynamics of the peoples of the countryside.
Highlights
This work aims to understand the context of Kaingang indigenous women in the Interdisciplinary Course in Rural Education: Natural Sciences - Licentiate of Federal University of Southern Border (UFFS), Campus Erechim, discussing aspects such as the educational experiences of female participation in construction of scientific knowledge and the empowerment of indigenous women with their inclusion in higher education
Pensar na formação de professoras/es de Ciências da Natureza para as escolas do/no campo é também pensar na formação do indivíduo numa perspectiva crítica e participativa, levando em consideração as necessidades e as especificidades dos povos do/no campo (Arroyo, Caldart & Molina, 2004)
Conforme Prsybyciem, Santos e Sartori (2017), na construção do conhecimento científico e tecnológico na formação de professoras/es em Ciências da Natureza exige-se a ruptura de conceitos de Ciência lineares, fragmentados, como verdades absolutas e descontextualizadas da realidade dos estudantes do/no campo, uma vez que as/os professoras/es formadas/os em um LEdoC precisam enfrentar diferentes contradições, levando em consideração as necessidades e as especificidades dos povos do/no campo (Arroyo, Caldart & Molina, 2004)
Summary
Experiências educativas e empoderamento das mulheres indígenas Kaingang: formação de professoras/es em educação do/no campo. Este trabalho tem o objetivo de compreender o contexto das mulheres indígenas Kaingang no Curso Interdisciplinar em Educação do Campo: Ciências da Natureza Licenciatura da Universidade Federal da Fronteira Sul (UFFS), Campus Erechim, discutindo aspectos como as experiências educativas da participação feminina na construção do conhecimento científico e o empoderamento da mulher indígena com sua inserção na educação superior. Os principais resultados evidenciam que as mulheres indígenas-Kaingangs possuem uma elevada representatividade no curso de Licenciatura em Educação do Campo na formação de professoras/es na área de Ciências da Natureza, percebendo, assim, que a inserção da mulher Kaingang na educação superior contribui para a construção da autonomia, para o empoderamento e a resistência dos povos indígenas. Educational experiences and empowerment of Kaingang indigenous women: teacher training in rural education
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