Os processos de construção de uma escola diferenciada: o caso da escola indígena Ixbãy Rabu Puyanawa

Abstract

This thesis investigated the processes of construction of the school Ixbãy Rabu Puyanawa in the models of the differentiated school taking in consideration its characteristics: specific, bilingual, intercultural and of quality (CAVALCANTI, 2008 e 1999; DANGELIS E VEIGA, 1997; DALMOLIN, 2004; GRUPIONI, 2006; MAHER, 1996 e 2006; MINDLIN, 2004; MONTE, 2000; RODRIGUES, 2007). The research took as a theorical start point the knowledge of the ethnical specificity, the cultural singularities and the privilegement of the present subject matters in the traditional culture forged in the pre colonized culture and in the Puyanawa language. This subject matter affirmation in the curriculum of the elementary school where the culture and the language are symbolical dimensions and epistemic of the indigenous ethnical cosmology Interact with subject matter of the non Indian culture, western allowing that the school in the village acquire a condition non acculturated, but only the dialogue and alterities (GOMES, 2006; MELIÁ, 1999 e FLEURI, 2003). In this way, this study began from the following problem: The Ixbãy Rabu Puyanawa school has gotten to establish a dialogue between the educational practical and the indicated theory to the construction of this differentiated school, with the objective to guarantee the appropriation of the written language at the same time as it stimulate the contact with the traditions of its people In the process to generate the registration they used different technical such as the participative and semi structured interviews, anchored in presupposes of the ethnography, as they pretend to apprehend the complex reality , as they pretend listen to the voices that constitute the social world (ANDRÉ, 2005; ERICKSON, 2001 e ROCKWELL, 2008 and others). As an instrument of analysis and interpretation of the generated registrations we used, in a discursive perspective of the language, the analysis of the discourse. Considering the socio historical of the context where we did this research, the voices of the different actors involved in this process were listened in a pedagogical, political and social discourse and also economical, (BAKHTIN, 1997; MARINHO, 2003 e 2010). The research also assume a documental form. In this case a historical dive is important because it helps to understand as the reality lived nowadays was historically built. We concluded that: i) the process f construction of this school is not realized unless is it done in a tension way, permeated by the constructions coming from the newness of the process of the indigenous school autonomy, since the Constitution of 1988 and the LDB 9394 de 1996; ii) the identity is forged by the language, in the discourse and not in its linguistic materiality in the discourse and that the language functions in the plan of the symbolical representation; iii) in this context, the formation and practical of the indigenous teachers of the ethny is a great allied in the construction of this differentiated school since it helps to development of new dispositions de novas dispositions (NÓVOA, 2003) needed to the realization of a school that reinvent and reaffirm its episteme and cosmogony. We hope that the results presented could help in the reflexes made in context of indigenous teachers formation about the construction of an indigenous differentiated school.