Escola indígena e ensino de história : um estudo em uma escola Kaingang da terra indígena Guarita/RS

AUTOR(ES)
FONTE

IBICT - Instituto Brasileiro de Informação em Ciência e Tecnologia

DATA DE PUBLICAÇÃO

2012

RESUMO

A specific and differentiated indigenous school education is being developed and implemented by many of Brazil¿s indigenous peoples since the Federal Constitution promulgation (1988), a landmark in the conquest of their right to be different. The present research has tried to investigate how the Kaingang school is being constituted and, more specifically, how History is being taught. The investigation was carried out in a Kaingang community in the Indigenous Reservation of Guarita, and the main setting for the study was the indigenous school Toldo Campinas. After processes of Conquest, westernization and mestizoization (GRUZINKSI, 2001), that began in the XIX century, the Kaingang people have maintained their identity, and still do until the present day, according to the dynamics of tradition (BALANDIER, 1997). Considering their history of struggle to maintain their indigenous being [estar indígena] (KUSCH, 2009), this work tries to understand the construction of the specific and differentiated kaingang school. Using ethnography, a thick description (GEERTZ, 1989) was built, not only of the school and its subjects, but also of its surroundings and of other people involved in the school¿s educational processes. In addition to a field journal and a notebook, other resources were used: interviews, questionnaires (to students and teachers), classroom activities, talks to the elderly ¿story tellers¿, copies of the students¿ notebooks, school documents, photographs. The school dynamics, focusing on the management of the school, is described. The school¿s specific disciplines are analyzed (Kaingang Language, Handicraft and Cultural Values), showing that despite the fact that they are not responsible for the students¿ learning of the traditional knowledge, they fulfill an important role in highlighting that knowledge. One chapter is dedicated to the History classes and to a discussion on the relationship between the elderly and the school. The research shows that the teaching of History is still based on the regular textbook, but a willingness to teach another history, the Kaingang one, is noticed. Another conclusion is that the Kaingang narratives are still alive; however, there is little dialogue between the elderly ¿story tellers¿ and the school. Considering these ¿findings,¿ this work tries to propose ways for the school¿s authorship to become indigenous, so that Kaingang stories continue to be transmitted. Above all, the sudy raises questions and urges the Kaingang themselves to reflect upon what indigenous shcool education they want and need.

ASSUNTO(S)

indigenous school education educação indígena história kaingang school ensino teaching of history Índios kaingang

ACESSO AO ARTIGO

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