Educação escolar indígena e projetos comunitários de futuro

Abstract

This article reports on a study on the school of an indigenous community and the aspirations for the future of the people who are part of it. The main problem we sought to address focused on the distinguishing characteristics of indigenous school education and conventional school education in Brazil. Our background concern was to bring elements that could elucidate to what extent indigenous communities have autonomy to define school processes that overcome the colonialist character of conventional education. Therefore, we looked for a type of school that intervenes directly on the living conditions of the people it provides educational services with. The main ethnographic work was conducted at Khumuno Wu'u Kotiria Indigenous Municipal School, in the territory of the indigenous Kotiria, in São Gabriel da Cachoeira municipality, Amazonas state, Brazilian Amazon region. The information was collected mainly through direct observation and records of informal conversations over a period of four months in Caruru Cachoeira, the largest Kotiria community in Brazil. The results consist of the description of the remarkable characteristics of school practices, and lead to the conclusion that this local group, when planning their school objectives, reflects on what they want for their future and the future of their community, which makes their school the main space for community meeting, debate and intervention in current and future living conditions. KeywordsIndigenous school education -Kotiria (Wanano) -Community projects for the future.

Indigenous school education as contested spaces: The Brazilian experience in São Paulo and Mato Grosso do Sul

“…The indigenous school must be a window into the collective past and a door into a future which is uncertain and cannot be taken for granted (Ioris et al, 2019). Among the aspects that differentiate indigenous school education compared to conventional schooling are the participation of the community in the definition of educational projects, the development of teaching materials based on reality and community needs (with great attention to the linguistic issue), the predisposition for teaching and learning being carried out based on research activities (based on the notion that teachers are researchers) and the intention that the school contributes to the realisation of future community projects (Abbonizio & Ghanem, 2016). This should serve to demonstrate how the creativity of each ethnic group challenges mainstream, exogenous pedagogical concepts and methodologies that do not take into account the concrete, lived reality of the community.…”

A Biblioteca Comunitária Judite de Sousa Lima, na Terra Indígena Morro Branco - MA: educação e cidadania

“…Essa geração também não teve que se submeter à escola missionária, que não considerava os saberes indígenas como conhecimento. (ABBONIZIO;GHANEM, 2016, p. 898) Nesse contexto, o objetivo deste trabalho foi entender o papel da Biblioteca Comunitária Judite de Sousa Lima, implantada no Centro de Ensino Indígena Djalma Marizê Filho, para aldeia Morro Branco, no município de Grajaú -MA, desde seu processo de implantação, apresentando, após dois anos de funcionamento, a percepção da comunidade sobre a importância dessa biblioteca, como agente educacional, cultural, político e social.…”