O impacto sociocultural na aprendizagem cognitiva das crianças satere-mawé em uma escola urbana regular de Parintins

Abstract

The present research comes to portray on the sociocultural Impact in the cognitive learning of Sateré-Mawé children in a regular urban school in Parintins, for a better understanding of how it interferes in their cognitive learning. Mubarac Sobrinho (2010/2011), who presents "from the words of Sateré-Mawé children, the knowledge they have lived in the indigenous community and the knowledge instituted by the regular school" ; Geertz (1989), Moreira (2011), and Repetto (2011), have shown that the role of indigenous peoples in the past, present and future of Brazil demonstrates the idealizations and prejudices of Vieira (2016), Cunha (1992) and Pimentel (2007) that discuss complex issues related to culture and structures of social aspects that are fundamental to any society; Malinowski (1978), which gives us an in-depth knowledge of the techniques that must be applied in ethnography. We will also present the historical facts that report on indigenous issues in Brazil, to better understand how the sociocultural impact has historically occurred and since the time of colonization. Regarding the methodological aspects, the work is part of research of a qualitative nature, in which the method of approach used was the dialectic, ethnographic type and in order to delve into this theme, the following methods of procedures were used: historical, in which we will investigate the past of indigenous people with the intention of understanding the reality in which they are currently; the action research carried out through a presentation and video, conversation wheel and a drawing workshop, working the interculturality through the dialogue between Sateré-Mawé indigenous children and non-indigenous children of the school. The objective of this research was to analyze the socio-cultural impact on cognitive learning of the Sateré-Mawé children in the school investigated. The research revealed that there are yes the socio-cultural impacts, they are: financial difficulties, the locality of the dwelling, the challenge for the communication in Portuguese and maternal language, the vulnerable of the children due to the places where they live, the lack of work of some parents, the distance and some children from the family, the lack of transportation for locomotion and discrimination. These reflect in the Sateré children's learning in the school environment. The difficulties that have stood out are the lack of teacher and student relationship, in the discrimination and the prejudice of the colleagues, the difficulty of understanding the Portuguese language of Sateré-Mawé children. We propose to ameliorate the sociocultural impact, to work the interculturality in the school space, involving the subjects and historical facts providing reciprocal respect and cultural entertainment, due to this research to point out that there are still difficulties in dealing with the ethnic and social differences in the school space. It is necessary to know the history and deconstruct the exaggerated ethnocentric gaze in relation to the indigenous peoples that exist among us. As we deepen in this research, a horizon of possibilities for future research emerged, arousing the interest in proposing relevant themes in order to continue contributing with learning of Sateré-Mawé indigenous children.