Revista Brasileira de Educação do Campo
Brazilian Journal of Rural Education
ARTIGO/ARTICLE/ARTÍCULO
DOI: http://dx.doi.org/10.20873/uft.rbec.e9151
Tocantinópolis/Brasil
v. 5
e9151
10.20873/uft.rbec.e9151
2020
ISSN: 2525-4863
1
Este conteúdo utiliza a Licença Creative Commons Attribution 4.0 International License
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Bibliometric study of Brazilian theses and dissertations
(1996-2018) on specific and differentiated teaching
materials for indigenous populations
Maria Cristina Piumbato Innocentini Hayashi
1
,
Alexandre Masson Maroldi
2
,
Carlos Roberto Massao Hayashi
3
1, 3
Universidade Federal de São Carlos - UFSCar. Departamento de Ciências da Informação. Programas de Pós-Graduação
em Educação, Educação e Ciência, Tecnologia e Sociedade. Rodovia Washington Luis, km 235. São Carlos - SP. Brasil.
2
Universidade Federal de Rondônia - UNIR.
Author for correspondence: dmch@ufscar.br
ABSTRACT. In the academic sphere, the debate on the
elaboration of specific and differentiated teaching materials for
indigenous peoples has been frequent in order to break their
invisibility in the context of school education. In order to
investigate how this debate permeates the works defended in
graduate programs in Brazil, and seeking answers on how this
scientific production is configured, an exploratory and
descriptive research was carried out, with bibliometric and
content approaches. Data were collected at the Brazilian Digital
Library of Theses and Dissertations (BDTD/IBICT) using the
expressions “indigenous teaching materials” and “indigenous
teaching books”, which resulted in dissertations (n=29) and
theses (n=3). The bibliometric analysis of the works revealed the
temporal evolution (1996-2018), the institutions (n=17),
geographic regions (n=5) and areas of the graduate programs
(n=11). The content analysis exposed the objectives (n=4); the
typology of teaching materials (n=8); the levels of education
(n=2), the disciplines (n=5) and the ethnic groups (n=42) to
which these teaching materials are destined. It was concluded
that although important, there are still few graduate studies that
have accepted the challenges and complexity inherent in the
elaboration and analysis of specific didactic materials in the
context of indigenous school education. This requires a more
critical look at the representation and participation of indigenous
peoples in the preparation of these materials.
Keywords: Instructional Materials, Indigenous Textbooks,
Indigenous School Education, Bibliometric Analysis.
Hayashi, M. C. P. I., Maroldi, A. M., & Hayashi, C. R. M. (2020). Bibliometric study of Brazilian theses and dissertations
(1996-2018) on specific and differentiated teaching materials for indigenous populations...
Tocantinópolis/Brasil
v. 5
e9151
10.20873/uft.rbec.e9151
2020
ISSN: 2525-4863
2
Estudo bibliométrico de teses e dissertações brasileiras
(1996-2018) sobre materiais didáticos específicos e
diferenciados para populações indígenas
RESUMO. No âmbito acadêmico o debate sobre a elaboração
de materiais didáticos específicos e diferenciados para os povos
indígenas tem sido frequente visando romper com sua
invisibilidade no contexto da educação escolar. Com o objetivo
investigar como esse debate permeia os trabalhos defendidos em
programas de pós-graduação no Brasil, e buscando respostas
sobre como se configura essa produção científica foi realizada
uma pesquisa exploratória e descritiva, conduzida com
abordagens bibliométrica e de conteúdo. Os dados foram
coletados na Biblioteca Digital Brasileira de Teses e
Dissertações (BDTD/IBICT) utilizando as expressões “materiais
didáticos indígenas” e “livros didáticos indígenas”, que
resultaram em dissertações (n=29) e teses (n=3). A análise
bibliométrica dos trabalhos revelou a evolução temporal (1996-
2018), as instituições (n=17), regiões geográficas (n=5) e áreas
dos programas de pós-graduação(n=11). A análise de conteúdo
expôs os objetivos (n=4); a tipologia dos materiais didáticos
(n=8); os níveis de ensino (n=2), as disciplinas (n=5) e as etnias
(n=42) às quais se destinam esses materiais didáticos. Concluiu-
se que apesar de importantes, ainda são poucos os trabalhos de
pós-graduação que aceitaram os desafios e complexidade
inerentes à elaboração e análise de materiais didáticos
específicos no contexto da educação escolar indígena. Isto
requer um olhar mais crítico sobre a representação e
participação dos povos indígenas na preparação desses
materiais.
Palavras-chave: Materiais Didáticos Específicos, Livro
Didático Indígena, Educação Escolar Indígena, Análise
Bibliométrica.
Hayashi, M. C. P. I., Maroldi, A. M., & Hayashi, C. R. M. (2020). Bibliometric study of Brazilian theses and dissertations
(1996-2018) on specific and differentiated teaching materials for indigenous populations...
Tocantinópolis/Brasil
v. 5
e9151
10.20873/uft.rbec.e9151
2020
ISSN: 2525-4863
3
Materiales didácticos específicos y diferenciados para
poblaciones indígenas: estudio bibliométrico de tesis y
disertaciones brasileñas (1996-2018)
RESUMEN. En el ámbito académico, el debate sobre el
desarrollo de materiales didácticos específicos y diferenciados
para los pueblos indígenas ha sido frecuente para romper con su
invisibilidad en el contexto de la educación escolar. Para
investigar cómo este debate impregna los trabajos defendidos en
los programas de posgrado en Brasil, y para buscar respuestas
sobre cómo se configura esta producción científica, se realizó
una investigación exploratoria y descriptiva, realizada con
enfoques bibliométricos y de contenido. Los datos se
recopilaron en la Biblioteca Digital Brasileña de Tesis y
Disertaciones (BDTD/IBICT) utilizando las expresiones
materiales de enseñanza indígena y libros de enseñanza
indígena, que dieron como resultado disertaciones (n=29) y
tesis (n=3). El análisis bibliométrico de los trabajos reveló la
evolución temporal (1996-2018), las instituciones (n=17), las
regiones geográficas (n=5) y las áreas de los programas de
posgrado (n=11). El análisis de contenido expuso los objetivos
(n=8); la tipología de materiales didácticos (n=4); los niveles
educativos (n=2), las asignaturas (n=5) y los grupos étnicos
(n=42) a los que se destinan estos materiales didácticos. Se
concluyó que en el ámbito de los estudios de posgrado todavía
hay pocos trabajos que acepten los desafíos y la complejidad
inherentes a la elaboración y análisis de materiales didácticos
específicos en el contexto de la educación escolar indígena, que
requieren una mirada más crítica de la representación y
participación de pueblos indígenas en la preparación de estos
materiales.
Palabras clave: Materiales Didácticos Específicos, Libros
Didácticos Indígenas, Educación Escolar Indígena, Análisis
Bibliométrico.
Hayashi, M. C. P. I., Maroldi, A. M., & Hayashi, C. R. M. (2020). Bibliometric study of Brazilian theses and dissertations
(1996-2018) on specific and differentiated teaching materials for indigenous populations...
Tocantinópolis/Brasil
v. 5
e9151
10.20873/uft.rbec.e9151
2020
ISSN: 2525-4863
4
Introduction
In Brazil, as in other societies, the
long historical process of indigenous
education as a product of colonization, the
development of industrial society and
globalization was permeated by struggles,
confrontations, transformations and
solidarity (Mello, Sousa & Palomino,
2018, p. 1). The authors point out that at
the center of the debate on and among
indigenous peoples about indigenous
school education are issues such as self-
determination, acculturation, preservation
of their territories and traditions and the
negotiation of customs aimed at national
cultures. In addition, they emphasize that
the legal frameworks of indigenous
education in the country have suffered
international influences since “the papal
bull and treaties between colonizing
kingdoms, to the Declaration of Human
Rights, to the Convention 169 of the
International Labor Organization”
According to data from the
Indigenous Demographic Census
conducted in 2010 by the Brazilian
Institute of Geography and Statistics
(IBGE), the indigenous population of
Brazil was estimated at 896,917
individuals, representing 0.4% of the
country's total population. Of this group
57.7% (517,383) lived on indigenous lands
and 42.3% (379,534) outside them. In
terms of the regional distribution of this
total population, the North region, with
342,836 indigenous people, reveals its
importance as the most populous in the
country, followed by the Northeast
(232,739), Midwest (143,432), Southeast
(99,137) and South (78,773). In turn, the
set of recognized indigenous lands totaled
2,830, considering those that are in a
delimited land situation, declared, ratified,
regularized and in the process of
acquisition as indigenous reserves. In
indigenous lands, 274 indigenous
languages spoken by indigenous people
aged five or over were declared. Regarding
the number of peoples or ethnicities - thus
considered as the community defined by
linguistic, cultural and social affinities -
305 were accounted for, however 16.4%
declared they did not know the name of the
ethnicity or people to which they belonged,
and most of these indigenous people were
concentrated outside the land, and 6% did
not make any kind of declaration of
ethnicity, thus leaving the question without
declaration (IBGE, 2012).
With regard to education, the results
of the 2010 Census confirmed that the
indigenous resident in Brazil has a lower
educational level than that of the non-
indigenous population, however, as
highlighted by IBGE (2012, p. 70), the
information contained in these statistics
Hayashi, M. C. P. I., Maroldi, A. M., & Hayashi, C. R. M. (2020). Bibliometric study of Brazilian theses and dissertations
(1996-2018) on specific and differentiated teaching materials for indigenous populations...
Tocantinópolis/Brasil
v. 5
e9151
10.20873/uft.rbec.e9151
2020
ISSN: 2525-4863
5
“does not allow for nuance, with emphasis
on differentiated curricula, mainly the
traditions knowledge, the use of
indigenous languages, among others”.
This observation refers to the
difference between the concepts of
indigenous education and indigenous
school education, as highlighted by Meliá
(1979) when pointed out that the first
would be characterized as the specific
ways used by indigenous people to
socialize young people in their
communities, according to the traditional
patterns of these societies, while the
second would be marked by the imposition
of non-indigenous culture through school.
In short, the focal point of this vision is the
distinction that must be made between
“education of the indigenous”, based on its
own educational system to which school
education should overlap and not replace,
and “education for the indigenous”, that is
imposed on indigenous peoples in the
context of the use of writing in non-
traditional societies as a form of
domination.
This debate continued in the 1980s,
when the Brazilian Constitution (Brazil,
1988) was enacted, which called for the
provision of bilingual and intercultural
school education to strengthen the socio-
cultural practices and the mother tongue of
each indigenous community as a state duty.
For Grupioni (2001, p. 131), “the greatest
balance of the CF [Federal Constitution]
was the abandonment of the integrationist
stance, which ‘broke with a tradition of
Brazilian legislation that always sought to
integrate the Indigenous into the ‘national
community’ seeing them as a transient
ethnic and social category, doomed to
disappear”.
Since then, several guidelines, rules
and legislation have been enacted aiming
at the development of an indigenous school
education based on the assumptions of
interculturality, specificity and
differentiation. Although these legal
frameworks have been widely
disseminated in most works on the
indigenous theme, and even at the risk of
repetition, it is still valid to synthesize this
set of precepts (Chart 1) considering the
importance of neophytes on the theme to
reflect on the long trajectory of
institutionalization of indigenous school
education in the country from 1991 to
2017.
Hayashi, M. C. P. I., Maroldi, A. M., & Hayashi, C. R. M. (2020). Bibliometric study of Brazilian theses and dissertations
(1996-2018) on specific and differentiated teaching materials for indigenous populations...
Tocantinópolis/Brasil
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Chart 1 - Legal frameworks and guidelines for indigenous school education in Brazil after the 1988 FC
Legislation/Year
Synthesis
1991 - Decree 26,
February
Provides for indigenous education in Brazil, giving the Ministry of Education
(MEC) the competence to coordinate actions at all levels and modalities of
education, after hearing the National Indian Foundation (FUNAI), which
becomes the executing agency for indigenous education policies.
1993 - Guidelines for the
National Policy on
Indigenous School
Education
Based on the constitutional rights of the Indians, it establishes the organizing
principles of pedagogical practice that aims to constitute an essential
instrument in the implementation of a policy that simultaneously guarantees
respect for the specificity of indigenous peoples vis-à-vis non-Indians and
their linguistic, cultural, historical diversity.
1996 - Law 9394/96
Law of guidelines and bases
of national education
(LDBEN)
It institutes, as a duty of the State, the right of indigenous peoples to a school
education that contemplates their cultures and guarantees access to knowledge
of national society and other indigenous and non-Indian societies.
1998 National Curriculum
Reference for Indigenous
Schools
Prepared in compliance with the LDBEN regulations, it establishes general
guidelines for educational work with indigenous communities based on the
plurality and diversity of the multiple curricular programs of specific
historical and ethnic projects.
1999 - Opinion n
o
. 14/1999
and Resolution n
o
. 3 /1999
It presents the rationale of the indigenous school, determining its structure and
functioning, in addition to defining skills for the training of indigenous
teachers, the school curriculum and its flexibility, and proposing actions
aimed at indigenous school education.
2002 - Curriculum
References for the Training
of Indigenous Teachers
The discussion supported the implementation of initial training programs for
indigenous teachers, aiming at their qualification in intercultural teaching.
2004 - Presidential Decree
n
o
. 5.051, of April 19
Promulgates ILO Convention 169 concerning Indigenous and Tribal Peoples
in Independent Countries ensuring that each ethnic group can take charge of
designing their own educational project.
2008 - Law n
o
. 11.645, of
March 10
It includes in the official curriculum of the education network the mandatory
theme "History and Afro-Brazilian and Indigenous Culture".
2009 - Decree nº.
6.861/2009, of May 27
It creates the Ethnoeducational Territories, structured according to the criteria
of interethnic relations, linguistic affiliations and the territoriality of
indigenous peoples, presenting itself as a strategy for organizing and
managing indigenous school education.
2010 - Ordinance n
o
. 734, of
June 7
Creates the National Commission for Indigenous School Education (CNEEI)
composed of government representatives, civil society and indigenous
peoples, with the task of advising MEC in the formulation of policies for
indigenous education.
2011 - Law 12.416, of June
9
Changes the LDBEN to provide for the provision of higher education for
indigenous peoples.
2012 - Resolution n
o
. 5, of
June 22
Defines National Curriculum Guidelines for Indigenous School Education in
Basic Education, and its organization in all stages and modalities according to
the principles of social equality, difference, bilingualism and interculturality.
2013 - Ordinance n
o
. 1.062,
of October 30
Institutes the National Program for Ethnoeducational Territories, announcing
the expansion and qualification of the offer of indigenous school education at
all levels
2017 Law n
o
. 13.415, of
February 16.
It changes the LDBEN, making the teaching of the Portuguese language and
mathematics in secondary education compulsory, ensuring indigenous
communities, also, the use of the respective mother tongues.
Source: Adapted from Maroldi (2017).
Hayashi, M. C. P. I., Maroldi, A. M., & Hayashi, C. R. M. (2020). Bibliometric study of Brazilian theses and dissertations
(1996-2018) on specific and differentiated teaching materials for indigenous populations...
Tocantinópolis/Brasil
v. 5
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ISSN: 2525-4863
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Despite the advances shown in Chart
1, it is worth noting that the achievement
of pedagogical autonomy by indigenous
peoples in educational processes has been
arduous and not always free from
obstacles, often dictated by educational
practices and policies that dismantle the
full realization of an indigenous school
education based on the paradigm of ethnic-
cultural and linguistic diversity. As Mello,
Sousa and Palomino (2018, p. 13) refer,
the indigenous school “must be shaped in
its territory, to be a community school, and
not just a school in the community”
In view of this situation, the
academic debate on the elaboration of
specific and diversified teaching materials
to break with the invisibility of indigenous
peoples in the context of school education
is of significant importance. It is from this
perspective that this article aims to
investigate how such a debate has
permeated the works defended in graduate
programs in the country, through a study
guided by the search for answers to the
following question: how is this scientific
production configured?
The steps of the procedures adopted
for the composition of the research corpus,
the methodology adopted and the analysis
of the results are described in detail in the
next sections.
Method
Based on the proposed objective and
research question, the study is
characterized as exploratory and
descriptive, guided by the methodological
approach of bibliometric analysis
combined with content analysis (Silva,
Hayashi & Hayashi, 2011), methods that
have been adopted in several fields of
knowledge as they allow to accomplish a
state of the art of the investigated scientific
literature., among them that of education
(Esen, Bellibas & Gumus, 2018; Redondo,
Sánchez-García & Etura, 2017), and even
in studies on indigenous education
(Maroldi, 2017; Maroldi, Lima, Hayashi &
Hayashi, 2017a; Maroldi, Lima, Hayashi &
Hayashi 2017b; Maroldi, Lima & Hayashi,
2018a; Maroldi, Lima & Hayashi, 2018b)
that the authors of this article have
developed.
The data source was the Brazilian
Digital Library of Theses and Dissertations
(BDTD) which is maintained by the
Brazilian Institute of Information in
Science and Technology (IBICT) and
integrates in a single portal access to full
texts of academic works of master degrees
(n = 395,905) and doctorate (n = 143,037)
that are available in the libraries and
repositories of higher education and
research institutions (n = 114) in which
Hayashi, M. C. P. I., Maroldi, A. M., & Hayashi, C. R. M. (2020). Bibliometric study of Brazilian theses and dissertations
(1996-2018) on specific and differentiated teaching materials for indigenous populations...
Tocantinópolis/Brasil
v. 5
e9151
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2020
ISSN: 2525-4863
8
they were defended and are members of
the BDTD network.
Data collection took place in May
2019, using the search terms: “indigenous
teaching materials” and “indigenous
teaching books”. The inclusion criteria of
the records were defined as the availability
of the complete texts, without temporal
delimitation, aiming to recover the
evolution of scientific production on the
researched theme over the years. The
exclusion of papers took into account the
following aspects: repeated records and
those without adherence to the scope of the
research, that is, although they presented
the search terms in the title, abstract or
keyword, the reading of the full text
revealed the absence of an approach on the
production and elaboration of specific and
differentiated teaching materials in the
context of indigenous school education.
After applying these criteria, the master's
dissertations (n = 29) and doctoral theses
(n = 3) that constituted the research corpus
were identified. The flowchart shown in
Figure 1 shows the constitution of the
investigated corpus and the stages of
research development.
Figure 1 - Flowchart of the constitution of the corpus and stages of the research.
Source: Elaborated by the authors (2019).
The collected data were recorded in
an Excel spreadsheet containing the
variables necessary to carry out the
bibliometric and content analyzes and
which allowed to trace:
Hayashi, M. C. P. I., Maroldi, A. M., & Hayashi, C. R. M. (2020). Bibliometric study of Brazilian theses and dissertations
(1996-2018) on specific and differentiated teaching materials for indigenous populations...
Tocantinópolis/Brasil
v. 5
e9151
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2020
ISSN: 2525-4863
9
a) the bibliometric panorama:
temporality of documents, the level of
degree obtained (academic master's,
professional master's or doctorate), the
areas of knowledge of graduate programs,
institutions, and regions of the country.
b) the profile of the studies: research
objectives; typology of teaching materials;
ethnicities, level of education and
disciplines to which specific and
differentiated teaching materials are
intended.
Then, data modeling was performed
to eliminate possible inconsistencies, such
as: divergences in the defense date
registered with BDTD/IBICT and in the
full text of the paper; the full name of the
authors and advisors, among others. In the
subsequent stage, some variables were
crossed in order to establish comparisons
between the research findings. The
quantitative results were described in
graphs and tables for better visualization,
and the analyzes and interpretations of the
researched corpus were based on the
scientific literature on indigenous school
education.
Next, the results obtained are
presented and discussed, organized into
two topics according to the bibliometric
and content analyses performed.
Results and Discussion: Bibliometric
overview
The scientific production analyzed
covers the period between 1996 and 2018
(Figure 2) and consists of master's
academic dissertations (n = 26),
professional master's works (n = 3) and
doctoral theses (n = 3).
Figure 2 - Temporal distribution of dissertations and theses
Source: Elaborated by the authors (2019).
Hayashi, M. C. P. I., Maroldi, A. M., & Hayashi, C. R. M. (2020). Bibliometric study of Brazilian theses and dissertations
(1996-2018) on specific and differentiated teaching materials for indigenous populations...
Tocantinópolis/Brasil
v. 5
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2020
ISSN: 2525-4863
10
According to Ferreira, Tavares and
Kebian (2012, p. 764), professional
master's dissertations, a Brazilian post-
graduate modality, “have the possibility of
bringing research closer to professional
practice, generating innovations that meet
the advances of profession, this being the
main difference in relation to the academic
master's degree”.
It is observed in Figure 2, which
presents the time evolution of the works, a
constant pattern of distribution of this
scientific production in the period from
1996 to 2008, with an average of one
dissertation per year, except for the year
2008 that presents the first thesis defended.
This same pattern is repeated in the period
between 2016 and 2018, with the addition
of three theses in the period. In turn, most
works (n = 16) representing 50% of the
total of the initial and final periods, are
concentrated in the period between 2009
and 2015.
The results of Figure 2 when
confronted with the legal milestones of
indigenous education in Brazil (Chart 1)
suggest that the enactment of LDBEN in
1996 was a turning point to mobilize the
graduate academic community to reflect
and discuss in their works the organizing
principles of pedagogical practice aimed at
guaranteeing and respecting the specificity
of indigenous peoples vis-à-vis non-
Indians, and their linguistic, sociocultural
and historical diversity and the impacts
that these guidelines would have on the
production and elaboration of specific and
differentiated teaching materials in the
context of indigenous education.
For example, in that year, Vencios
dissertation (1996) presents an account of
an experience of the Jarawara people with
writing. Although being a society of oral
tradition, the author reports that these
indigenous people took control of the
schooling process, adapting it to the
spontaneity of their culture, replacing the
constantly updated textbook and creating
the Jawarara Charter, having as its main
characteristic the fact that it is written for a
particular person, but read by everyone.
It can be observed that in the period
between 2009 and 2015 the scientific
production on the elaboration and
production of specific and differentiated
teaching materials reaches its peak. During
this period, it is worth remembering that
the creation and institution of Educational
Territories occurred (Decree No. 6.861,
2009; Ordinance No. 1.062, 2013) and the
definition of the National Curriculum
Guidelines for Indigenous School
Education in Basic Education, which
became guide your organization in all
stages and modalities according to the
principles of social equality, difference,
Hayashi, M. C. P. I., Maroldi, A. M., & Hayashi, C. R. M. (2020). Bibliometric study of Brazilian theses and dissertations
(1996-2018) on specific and differentiated teaching materials for indigenous populations...
Tocantinópolis/Brasil
v. 5
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2020
ISSN: 2525-4863
11
bilingualism and interculturality
(Resolution n. 5, 2012). This legislation
may have sparked the academic debate that
is reflected in the theses and dissertations
analyzed, since they made it mandatory to
observe these aspects in the development
of curricula and in the production of
specific and differentiated teaching
materials for indigenous peoples.
Even observing a growth of this
literature in the period between 2009 and
2015, covering 50% of the works, the total
of theses and dissertations that made up the
research corpus (n = 32) on specific and
differentiated teaching materials is still
very small compared to the long period
since the promulgation of LDBEN (1996)
that guaranteed the right to indigenous
peoples an education that contemplates
their socio-cultural and linguistic diversity,
until the present day.
The areas of knowledge of graduate
programs in which the theses and
dissertations were defended were also
researched (Figure 3). The results showed
that the majority, represented by 31.3% (n
= 10) came from the Education area,
followed by works in the Linguistics area,
with 18.8% (n = 6), from History, with 9,
4% (n = 3) and Anthropology, with 9.4%
(n = 3). The areas of Social Sciences,
Letters, and History Teaching represented
18.8% (n = 6) of the total, each with 6.4%
(n = 2). The other theses and dissertations,
representing 12.5% (n = 4) of the total, are
from the areas of Geography, Sustainable
Development, Society and Culture in the
Amazon and Management and Evaluation
of Public Policies, with only one work
each.
Figure 3 - Knowledge areas according to graduate programs
Source: Elaborated by the authors (2019).
Hayashi, M. C. P. I., Maroldi, A. M., & Hayashi, C. R. M. (2020). Bibliometric study of Brazilian theses and dissertations
(1996-2018) on specific and differentiated teaching materials for indigenous populations...
Tocantinópolis/Brasil
v. 5
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2020
ISSN: 2525-4863
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When revealing that the areas of
Education, Linguistics and Anthropology
are the majority in research on specific and
differentiated teaching materials in the
context of indigenous education, it appears
that these results are in line with the study
by Maroldi, Lima, Hayashi and Hayashi
(2017a), who analyzed the scientific
production of theses and dissertations on
indigenous education in Brazil.
In the Education area, the theses and
dissertations (n = 10) focused on the study
of the impacts of didactic materials on
educational practices developed in the
context of indigenous school education.
Studies in the field of Linguistics (n = 6)
carried out analyzes of language reading
and writing in indigenous societies,
focusing on aspects such as literacy,
bilingualism, and texts as a linguistic
discourse of the non-Indian teacher and the
indigenous student. In turn, studies in the
area of Anthropology (n = 3) used the
ethnographic approach to investigate
aspects such as values, beliefs, ideology,
and ethnic identity, among others, and that
permeate traditional cultures, seeking to
articulate the presence of these concepts in
production and elaboration of specific and
differentiated teaching materials.
Figure 4 shows the distribution of
theses and dissertations according to the
institutions in which they were defended
and their distribution in the five regions of
the country.
Figure 4. Institutions x Country Regions.
Source: Elaborated by the authors (2019).
It is possible to observe the
concentration of studies in graduate
programs in the Southeast region (n = 15)
representing 46.9% of the total. Then came
the North region, with 18.8% (n = 6) of the
works that together with those in the
Hayashi, M. C. P. I., Maroldi, A. M., & Hayashi, C. R. M. (2020). Bibliometric study of Brazilian theses and dissertations
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Northeast (n = 4) reached 31.3% (n = 10)
of the total. The South regions, with 12.5%
(n = 4) and the Midwest, with 9.4% (n = 3)
had the lowest indexes. A possible
explanation for this distribution goes in
two directions. The first is related to the
geographical distribution of graduate
programs in Brazil, as according to data
from the geo-referenced information
system Geocapes of the Coordination for
the Improvement of Higher Education
Personnel (CAPES, 2018a), a foundation
linked to the Ministry of Education of
Brazil. This database shows that the most
graduate programs are concentrated in
institutions in the Southeast and South
regions of the country.
The second explanation for the
distribution of theses and dissertations is
concentrated in the Southeastern region of
the country, in institutions such as the
University of São Paulo (USP) and the
State University of Campinas (Unicamp)
may be related to the fact that the lines of
research postgraduate programs of these
institutions are focused on teaching
subjects such as History and Geography
applied to indigenous populations,
studying historical-cultural aspects and
indigenous literature and languages, as
well as educational processes and practices
in the context of school education of these
societies, favoring and attracting graduate
students who want to dedicate themselves
to the study of these themes, as is the case
of the authors of the analyzed theses and
dissertations.
Study profile
Through the full reading of the theses
and dissertations that made up the
investigated corpus (n = 32), the content
analysis of the works was carried out,
which allowed to explore the various
aspects addressed in these works. For
example, the types of approach to teaching
materials were extracted from the analysis
of the objectives of theses and
dissertations, as shown in Table 1.
Table 1 - Objectives of the studies by authors, years and total of theses and dissertations.
Objectives
Authors/Year
Total
Analysis and representation of
indigenous people in teaching
materials
Barros (2001); Gobbi (2006); Santiago (2007); Cruz
(2009); Macêdo (2009); Costa (2012); Monteiro
(2012); Palhares (2012); Santos (2012); Valentini
(2018); Silva (2014); Sanchez (2015); Lima (2016);
Nobre (2017); Biazetto (2017); Sánchez (2018)
16
Elaboration of teaching materials
by indigenous people
Vencio (1996); Borges (1998); Carvalho (2006);
Nincao (2008); Duarte (2009); Deluci (2013); Silva
(2016); Rubim (2016)
8
Analysis of teaching materials
prepared by indigenous people
Moraes (2009); Quaresma (2012); Sousa (2013); Lira
(2015)
4
Analysis of teaching materials
prepared for indigenous people
Scaramuzzi (2008); Ives (2014); Silva (2015); Santos
(2017)
4
Source: Elaborated by the authors (2019).
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It is valid to clarify that the
theoretical perspective of Meliá (1979) was
adopted for the categorization of the
indigenous didactic materials addressed in
the works: those that were elaborated "by"
indigenous people, and those produced
"for" the indigenous people. In other
words, the former are based on the
indigenous educational system itself,
which understands school education as one
that overlaps but does not replace existing
education, while the latter can be
characterized as a form of domination that
occurs through the imposition of non-
indigenous culture by use of writing in
unwritten societies.
The problem of ethnic diversity in
teaching materials had also been pointed
out by Lima (1995, p. 407) when he
emphasized that “the image of the Indians,
populations native to the territory that we
now define as Brazilian, has been
constructed in a simplified and stereotyped
manner, both for the more traditional
historiography and for the textbooks that
reproduce it.”
The results in Table 1 show that half
(n = 16) of the theses and dissertations
were dedicated to analyzing the
representation of the indigenous people in
didactic materials, with works that took as
their object of study the textbook
distributed to elementary and high school,
mainly after the mandatory inclusion of the
theme “Afro-Brazilian and Indigenous
History and Culture” in the official
curriculum of the education network (Law
No. 11,645, 2008). Among these works,
two stand out for having analyzed
indigenous representation in other types of
teaching materials, cinematographic
productions (Sanchez, 2015) and Youtube
videos (Valentini, 2018).
The elaboration of specific and
differentiated didactic materials by
indigenous people was the concern of a
quarter of the studies analyzed (n = 8)
including those that dedicated themselves
to studying the production of literacy
books prepared in the mother tongue of the
indigenous people (Vencio, 1996; Nincao,
2008; Duarte, 2009) while the others
addressed other types of materials. The
analysis of teaching materials prepared
“by” (n = 4) and destined “for” (n = 4)
included teachers and indigenous people of
various ethnicities.
When deepening the analysis of the
theses and dissertations, the types of
teaching materials (n = 8) that were taken
as an object of study in these works were
identified. It was found that the following
typologies prevailed: didactic (n = 19) and
paradidactic (n = 1) books, represented by
62.5% (n = 20) of the total of works
followed by literacy primers with 14.3% (n
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= 5). The other types of teaching materials
investigated (n = 6) with one study each,
namely: cinematographic productions,
videos on Youtube, educational games,
comic books, cartographic materials and a
phone app, as shown in the data in Figure
5.
Figure 5 - Types of indigenous teaching materials investigated in dissertations and theses.
Source: Elaborated by the authors (2019).
In this typology, didactic (n = 20)
and paradidactic (n = 1) books, represented
by 65.6% (n = 21) of the total of works
followed by literacy primers, with 15.6%
(n = 5), prevail.
The textbook has already been the
subject of critical reflections by numerous
authors (Bonazzi & Eco, 1972; Freitag,
Motta & Costa, 1987; Schäffer, 1988;
Choppin, 2004; Luca, 2009; Silva, 2012)
who, among other aspects, addressed the
various functions and uses of this type of
teaching material. In the context of
indigenous school education, the critical
analysis of the indigenous textbook carried
out by Grupioni (1995) is noteworthy,
when addressing the prejudice and
discrimination that affects indigenous
societies and their reflexes in didactic
materials, especially the textbook. For
example, among other important issues, the
author addresses the ways in which
indigenous societies are portrayed in this
material, “generally by denying cultural
traits considered significant: lack of
writing, lack of government, lack of
technology to deal with metals, nomadism,
etc.”, as well as didactic manuals that
“operate with the notion of generic Indian
[emphasis added], ignoring the diversity
that has always existed between these
societies” (Grupioni, p. 488-489).
In Figure 5, it is observed that the
other didactic materials analyzed in the
theses and dissertations totaled 18.8% (n =
6) showing their diversity, such as
Hayashi, M. C. P. I., Maroldi, A. M., & Hayashi, C. R. M. (2020). Bibliometric study of Brazilian theses and dissertations
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cinematographic productions (Sanchez,
2015) and Youtube videos (Valentini,
2018) previously commented, as well as
educational games (Ives, 2014),
cartographic materials, such as maps and
global positioning systems (Carvalho,
2006), comics and an indigenous language
translator application for mobile phones
(Rubim, 2016).
It was also investigated which levels
of education - elementary or high school -
and grades these teaching materials are
intended for, and Figure 6 shows the
results obtained.
Figure 6 - Teaching levels and grades covered by teaching materials.
Source: Elaborated by the authors (2019).
It can be seen in Figure 6 that a
quarter of the works (n = 8) did not specify
the level or series for which the indigenous
teaching materials analyzed or elaborated
are intended. However, primary education
in general prevailed if all the grades
included in this level are added, that is,
from the 1st to the 8th, with less
expressiveness for the didactic materials
for high school, denoting the need for more
studies that focus on this level of
education.
Allied to the levels and grades of
education, the analysis of theses and
dissertations also turned to the disciplines
covered by indigenous teaching materials.
The results obtained showed that the
majority of works (n = 16) covered the
disciplines of History and Geography,
including History of Brazil and History of
the Americas. The disciplines Indigenous
Languages (Kokama, Apurinã, Jarawara,
Maxakali & Terena) and Portuguese
Indigenous Languages (Bakairi &
Mebengokre) were focused on 21.8% (n =
Hayashi, M. C. P. I., Maroldi, A. M., & Hayashi, C. R. M. (2020). Bibliometric study of Brazilian theses and dissertations
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7) of the works. The Portuguese discipline
covered 12.5% of the works. The same
score was obtained by studies (n = 4) that
did not specify the disciplines covered, and
only one study covered several disciplines
Figure 7, below, shows the
disciplines by didactic materials according
to the analyzed theses and dissertations.
Figure 7 - Disciplines covered by teaching materials.
Source: Elaborated by the authors (2019).
Among the various disciplines
covered in a single study, the master's
thesis of Santos, 2018 stood out. The
author carried out a longitudinal research
covering the period between 1944 and
2015 investigating not only the various
disciplines covered by these materials, but
also the institutions involved in the
production of the material - among them
the mission teams of the Salesians, the
Summer Institute of Linguistics, the Indian
Missionary Council, and non-
governmental organizations, such as the
Center for Indian Work, the Acre Pro-
Indian Commission, the Instituto
Socioambiental, as well as by agencies
associated with government and
indigenous school education. The author
carried out a survey on several collections
of libraries, research institutions and non-
governmental organizations, resulting in
the identification of 566 teaching materials
of various types, such as exercise books,
literacy primers, catechisms, textbooks,
teachers book, reading book, consultation
book. The ethnicities to which these
materials were destined were also
identified. It is a wide and relevant study of
mandatory reading for those who are
interested in the theme of indigenous
school education.
Hayashi, M. C. P. I., Maroldi, A. M., & Hayashi, C. R. M. (2020). Bibliometric study of Brazilian theses and dissertations
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Last, but not least, the various ethnic
groups (n = 42) that are represented or for
which didactic materials covered in theses
and dissertations (n = 32) were also
investigated. In Figure 8, below, the
ethnicities that are represented in the
analyzed theses and dissertations can be
observed.
Figure 8 - Ethnicities represented in teaching materials.
Source: Elaborated by the authors (2019).
It is worth noting that a single work
may have covered more than one ethnicity,
as for example, the study by Lima (2016)
that included the Apinajé, Javaé, Karajá,
Kraho, Pankararu, Xambioá and
Monteiros research (2012) that focused on
the Apiacá; Ticuna, Kaiowá, Pataxó,
Guarani; Yanomami; Kamayurá; and the
master's thesis by Nobre (2017) that
focused on the Kalapalo, Kamayurá;
Kayapó, Xavante, Yanomami, Yawalapiti,
Waurá.
Hayashi, M. C. P. I., Maroldi, A. M., & Hayashi, C. R. M. (2020). Bibliometric study of Brazilian theses and dissertations
(1996-2018) on specific and differentiated teaching materials for indigenous populations...
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In addition, a few studies (n = 4) did
not declare for which ethnic group the
teaching materials were prepared or
analyzed.
In this wide diversity of ethnicities
(n=42) listed in Figure 8, there is a
predominance of Guarani (n=5), Kayapó
(n=4), Kamayurá (n=4), Yanomami (n=4),
Pataxó (n=4), Kayowá (n=3) and Xavante
(n=3). A second group of ethnicities (n=8)
was also represented in the teaching
materials, namely: Apurinã, Sateré-Mawé,
Ticuna, Pankaru, Xambioá, Karajá,
Baniwa, Panará.
With a lower incidence in the
analyzed theses and dissertations, other
indigenous peoples were also considered
when it came to the elaboration and
analysis of specific and differentiated
teaching materials: Apiacá; Apinajé;
Bakairi; Village Court; Enawenê-Nawê;
Jarawara; Javaés; Kaingang; Kalapalo;
Kaxinawá; Kokama; Krahô; Kuikuro;
Manchineri; Maxakali; Munduruku;
Nukini; Potiguara; Shawãdawa; Try;
Terena; Waimiri-Atroari; Waura; Xacribiá;
Xerente; Yawalapiti; Yawanawá.
Despite the wide universe of
indigenous ethnic groups in the country
(n=305) according to IBGE data (2012),
only 13.7% (n=42) were focused on the
analyzed theses and dissertations.
Conclusions
When returning to the initial research
question - how is configured the scientific
production that addresses the elaboration
and analysis of specific and differentiated
teaching materials in the context of
indigenous school education? The results
obtained revealed that there is a small but
relevant contingent of theses and
dissertations that are concerned with the
preparation and analysis of teaching
materials for indigenous populations.
Among other aspects, the analysis of
theses and dissertations revealed the
typology of didactic materials, the level of
education, the disciplines and the ethnic
groups to which they are destined. The
concern with breaking with the challenges
and complexity inherent to the discussion
on teaching materials, characterized by
Meliá (1979) as being “to” and “for” the
indigenous, was reflected in the scientific
production analyzed, demonstrating that in
the context of indigenous school education
it is essential to guarantee the participation
of this population in its elaboration, as well
as the need for a critical look at the
representation of indigenous peoples in
textbooks and other types of materials. As
Siekmann, Webster, Samson and Moses
(2017, p. 2) refer, “children learn best
when they see themselves and their culture
Hayashi, M. C. P. I., Maroldi, A. M., & Hayashi, C. R. M. (2020). Bibliometric study of Brazilian theses and dissertations
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represented in materials used in school
instruction.”
Another aspect that drew attention is
related to the distribution of works
advocated in graduate programs, when
identifying that the majority (n=10) are
linked to the area of Education. When
compared with the total number of existing
programs in this area in the country
(n=176), according to data from Geocapes
(CAPES, 2018b), these findings represent
only 5.7% of this total. In other words, the
theme of indigenous school education is
still underrepresented both in postgraduate
programs in the area of Education and in
other areas.
It was observed that the temporal
distribution of the analyzed works covered
the period from 1996 to 2018, however
there are gaps in the scientific production
for the years 1997, and between 2002 to
2005 and between 2010 to 2011. The gaps
in scientific production in that year and
periods, although they coincide with the
enactment of legislation and specific
guidelines for indigenous school education,
they may signal that researchers need the
minimum time necessary for a
phenomenon to be studied and that ideas
about it are matured before becoming an
object of study and research.
For example, despite the National
Education Guidelines and Bases Law
(LDBEN, 1996) having guaranteed the
right of indigenous peoples to an education
that contemplates their sociocultural and
linguistic diversity, in the years 1996,
1998, 2001, and in the period between
2006 and 2008, only a few works were
defended (n=8). This may denote that the
researchers were not moved by an
immediate impulse in the search for
themes related to indigenous school
education. However, the reflection of laws
and guidelines established in the period
between 2009 and 2018 seems to have
more rapidly boosted the researches (n=24)
carried out subsequently.
The research also revealed that the
didactic material most investigated in the
analyzed theses and dissertations was the
textbook, present in 62.5% of the works.
However, it should be noted that in all
these works, various aspects of the
National Textbook Program (PNLD)
created in 1983, at the end of the Brazilian
military dictatorship, were present.
However, due to the complexity of the
aspects that surround this Program, and
which would require more space for the
treatment of this theme, this discussion was
not carried out in this article, thus
constituting possibilities to be explored in
future research.
Despite the diversity of ethnicities
that were addressed in the teaching
Hayashi, M. C. P. I., Maroldi, A. M., & Hayashi, C. R. M. (2020). Bibliometric study of Brazilian theses and dissertations
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materials in the analyzed theses and
dissertations, there is still a long way to go,
either to identify and analyze the
uniqueness of these materials, or to
contemplate other indigenous peoples who
were excluded from the school education
process. Research with this focus can
greatly contribute to the development of
specific and differentiated teaching
material for indigenous school education.
Also as suggestions for future
studies, it is recommended to expand the
research corpus, as well as to consult other
databases. Finally, it should be mentioned
that the research findings must be put in
perspective in view of the size of the
analyzed sample. However, instead of
being limitations, the results obtained
signal the need for other related studies,
having as source of data, for example,
other document types, such as articles
published in journals, which will allow
comparisons with theses and dissertations,
as well as make it possible to identify other
issues that permeate the academic debate
on such a relevant theme, which is the
elaboration of specific and different
didactic materials for indigenous school
education.
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Hayashi, M. C. P. I., Maroldi, A. M., & Hayashi, C. R. M. (2020). Bibliometric study of Brazilian theses and dissertations
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Article Information
Received on May 09th, 2020
Accepted on August 01st, 2020
Published on September, 26th, 2020
Author Contributions: The author were responsible for
the designing, delineating, analyzing and interpreting the
data, production of the manuscript, critical revision of the
content and approval of the final version published.
Conflict of Interest: None reported.
Orcid
Maria Cristina Piumbato Innocentini Hayashi
http://orcid.org/0000-0003-1250-3767
Alexandre Masson Maroldi
http://orcid.org/0000-0002-6592-7750
Carlos Roberto Massao Hayashi
http://orcid.org/0000-0003-1481-5545
How to cite this article
APA
Hayashi, M. C. P. I., Maroldi, A. M., & Hayashi, C. R. M.
(2020). Bibliometric study of Brazilian theses and
dissertations (1996-2018) on specific and differentiated
teaching materials for indigenous populations. Rev. Bras.
Educ. Camp., 5, e9151.
http://dx.doi.org/10.20873/uft.rbec.e9151
ABNT
HAYASHI, M. C. P. I.; MAROLDI, A. M.; HAYASHI, C. R.
M. Bibliometric study of Brazilian theses and dissertations
(1996-2018) on specific and differentiated teaching
materials for indigenous populations. Rev. Bras. Educ.
Camp., Tocantinópolis, v. 5, e9151, 2020.
http://dx.doi.org/10.20873/uft.rbec.e9151