Banca de QUALIFICAÇÃO: Rudybert Barros von Eye
Uma banca de QUALIFICAÇÃO de DOUTORADO foi cadastrada pelo programa.STUDENT : Rudybert Barros von Eye
DATE: 16/12/2022
TIME: 10:00
LOCAL: Auditório da FAU
TITLE:
KEY WORDS:
PAGES: 252
BIG AREA: Ciências Sociais Aplicadas
AREA: Arquitetura e Urbanismo
SUMMARY:
The topic of this research is school infrastructure in indigenous communities, with a focus on the region of the Ethnoeducational Territory of Rio Negro - TEE-RN. Indigenous Education follows legally established guidelines and Ethnoeducational Territories are also defined in specific legislation. This study includes an analysis of the legal provisions applicable in these territories, as well as the public policies specifically designed for them. The 2021 School Census indicates the existence of 3,417 indigenous schools in Brazil. Of these, 2,308 (67.54%) operate in their own buildings and 1,109 (32.46%) in sheds or similar structures (shacks, cabins, etc.), places that do not offer adequate conditions for learning. One hundred and fifty-nine (159) units of these precarious facilities are located within the TEE-RN, which comprises the municipalities of São Gabriel da Cachoeira, Santa Izabel do Rio Negro and Barcelos, in the state of Amazonas (MEC/INEP, 2021) . According to a survey carried out by the Instituto Socioambiental (ISA, 2017) in the communities of TEE-RN, most indigenous schools have roof structures made of straw, zinc or fiber cement sheets, which do not meet minimum requirements for health and comfort in the built environment. The implementation of school infrastructure in the TEE-RN region is hindered by the difficulties of access and the precariousness of data collection on communities’ needs. This research investigated the existing and demanded educational infrastructure in the TEE-RN, by means of in situ data collection, critically approaching the methodological and conceptual challenges for the development of projects for construction of school infrastructure in the Territory’s communities. The discussion began with a theoretical and conceptual review of the technical-scientific production related to the topic of indigenous educational infrastructure, identifying its strengths, weaknesses and possibilities for improvement, in order to contribute to knowledge on the topic. The methodology used qualitative and quantitative tools to collect data related to the ethnic, social, environmental and educational characteristics of the communities in question. The collected data was used to design infrastructure projects, in a process that included participation of communities’ representatives, with the goals of meeting their aspirations in regard to educational needs, offering comfort to users, being environmentally adapted and having simplified maintenance. Critically analyzing the entire process, from community consultation to project development and considering lessons learned, this study concludes by offering a methodological proposal for designing projects under similar conditions and where collaboration with a wide range of stakeholders is required.
BANKING MEMBERS:
Presidente - 2212892 - MARCIO AUGUSTO ROMA BUZAR
Externo ao Programa - 2161726 - IVAN MANOEL REZENDE DO VALLE
Externo à Instituição - EDUARDO ROCHA DIAS SANTOS - CONAMA
Externo à Instituição - JULIO EUSTAQUIO DE MELO
Externo à Instituição - MARCO AURELIO SOUZA BESSA