Pressupostos para a Educação Física Escolar indígena no município de Santa Maria - RS

Abstract

Considering that it is a right of Indians to have a differentiated, intercultural and bilingual school, it is important to reflect and construct an appropriate pedagogy for this kind of school. In this way, this study aims to discuss elements related to legislation, as well as theoretical and pedagogical aspects, with a view to elaborating a curricular proposal for indigenous school physical education in Elementary Education, in Santa Maria city, in Rio Grande do Sul State. Regarding to the methodology, the research was characterized by bibliographical and documentary analysis, as well as it was considered the researcher’s interaction with Santa Maria indigenous’ leaderships, aiming at the elaboration of a curricular program for the Physical Education discipline. From the analysed references, the observation and insertion in the practices we made a synthesis of the possibilities that the Physical Education component has to offer in the process of revitalization of the indigenous culture, within the school. Considering that the indigenous’ knowledge is given in a holistic and interconnected way, it is important to approach it in an interdisciplinary way. Thus, it is necessary to know the history and meaning of the games, the dances, the struggles and the indigenous corporeity. Another aspect to be considered is the prevalence of collective work over the individual, exploring the contact with nature in different experiences. The indigenous culture reveals that playing and being together prevails over competitiveness and this is a value that the Physical Education should strengthen. In the curriculum proposal for Physical Education it is important to always rescue traditional knowledge regarding indigenous corporal culture and to offer scientific knowledge systematized by humanity, in order to offer a differentiated pedagogy that respects diversity and enables interculturality in school and in society.