Os processos de autodeterminação da escola indígena Pataxó Boca da Mata do território indígena Barra velha

Abstract

This master's thesis aims to analyze how the traditional knowledge transmitted at the Pataxó school in Boca da Mata configures/constitutes processes of self-determination of the people, to build an intercultural and differentiated indigenous school. In this way, this research discusses the trajectory of confrontation of the Pataxó people against models of colonial school education, which we characterize as a process of self-determination of the Pataxó school in Boca da Mata. Such as Edson Kayapó, on the construction of an intercultural dialogue, based on the recognition of other epistemologies in the academic territory, Gersem Baniwa on the context of indigenous school education in Brazil and Achibald, on research methodologies and pedagogies based on indigenous histories. I used a field diary, which was the greatest support for recording what I experienced at the beginning of the research, participating in the struggle for self-demarcation territory together with the community and school of Boca da Mata. In addition to the field diary, I made audio records and photographs of the traditional practices that occurred during the movement to retake the village Krokxi II, Jaqueira and Base Azul, in the territory of Barra Velha; participation in traditional practices carried out at school; conversation with leaders and teachers and interviews with students. All recorded in audio, photographs and videos. The analysis of the research material made it possible to describe and identify the practices that constitute what we characterize as self-determination processes at school. This characterization considered the work with the knowledge transmitted in school practices, strengthening a broader process of self-determination of the Pataxó people in the struggle to expand the territory of Barra Velha. In this way, the presence of traditional knowledge in the Pataxó Boca da Mata school is characterized as processes of self-determination of the school, which in turn, strengthens the processes of self-determination for the expansion of the Pataxó territory of Barra Velha. This process of school self-determination establishes a pedagogical practice that values and strengthens their Pataxó struggles and ways of life, characterizing differentiated indigenous school education in Boca da Mata. In this education, school knowledge is part of the epistemologies of the people whose centrality is territory and spirituality, allowing intercultural dialogues with different knowledge and knowledge.