Dilemas e desafios da escolarização do povo indígena Awaete Parakanã

Abstract

This research aims to analyze the history of the institutionalization of indigenous school education of the Awaete Parakanã people, unveiling and examining dilemmas and challenges faced in this trajectory. The research problem contextualizes the consequences of the complex and violent colonization process against the indigenous population that culminated in several practices that exclude the political, economic, social and cultural organization of this population in Brazilian society. The questions revolve around a mainspring: What are the historical, cultural, pedagogical and legal processes that guide the School Education of the Awaete Parakanã Indigenous People? What dilemmas and challenges are perceived during the investigation? In this sense, we used the theoretical contributions as Grupioni (2008), Fontan (2017), Rodrigues (2016), with emphasis on scholars on the Parakanã indigenous peoples, following the example of Fausto (2001), Magalhães (1982-1994), Gosso (2004) and EmídioSilva (2017). This study is of a theoretical-qualitative type, bibliographic with historical basis and investigative, with the institutionalization of indigenous school education in the municipality of Novo Repartimento as its main object. The data collection procedures revolved around a bibliographic survey on the theme and documentary analysis of the reality in question. Historically, indigenous school education has been hampered by various orders due to the colonization process, from a kind of “domestication” to the denial of its identity. However, the directions given by the transformation of the Brazilian legal and normative field, combined with affirmative policies, have been providing a process of (re) signification and (re) knowledge of disputes, their limits and the visibility of their own representations of society. Thus, the general objective of this study is to understand the processes carried out during the institutionalization of Indigenous School Education of Awaete Parakanã, by the Municipal Education Secretariat (SEMED). It appears that the main dilemma perceived in this process is based on the conception of Eurocentric, colonial and domesticating education while being effective both in legal, bureaucratic, formative and cultural aspects, in practice, to the detriment of a decolonial education with specific curricular matrix. , bilingual, differentiated and intercultural desired by the Awaete people