O silêncio das línguas cansadas: as diásporas do saber e o reexistir da educação escolar indígena

• Ano de defesa: 2022
• Autor(a) principal: Silva, Ismael Pereira da
• Orientador(a): Wenczenovicz, Thaís Janaina
• Banca de defesa: Wenczenovicz, Thaís Janaina , Marques, Sônia Maria dos Santos , Freitas, Riva Sobrado de
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Estadual do Oeste do Paraná; Francisco Beltrão
• Programa de Pós-Graduação: Programa de Pós-Graduação em Educação
• Departamento: Centro de Ciências Humanas
• País: Brasil
• Palavras-chave em Português: Colonialidade(s); Decolonialidade; Educação escolar indígena; Emancipação dos saberes; Eurocentrismo
• Palavras-chave em Inglês: Coloniality(ies); Decoloniality; Emancipation of knowledge; Eurocentrism; Indigenous school education
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: https://tede.unioeste.br/handle/tede/6030

Putting education in historical perspective is to historicize memory, this can lead us to realize how the political and conceptual paths, relating to procedural events for the formulation of whatis currently understood, conceived and experienced as indigenous school education unfold between the institutionalizing context of hierarchization and the dismantling and emptying of their knowledge and meanings. The anthological reproduction of power is imbricated in the cultural and ancestral (re)production of knowledge, education and knowledge, which immersesin the erasure of their narratives, stories and memories, reflected in their losses in the realization of their otherness on learning, the intercultural education and training. This implication occurstimelessly in the applicability of colonial power practices instrumentalized and maintained by complex dominant tentacles and marks woven into the social and cultural body of the indigenous-subject, making indigenous school education still subordinate in colonial processesand projects. In this threshold, the construction of pedagogical processes and the elaboration ofteaching materials, as well as the disciplines, takes place from their knowledge and cosmological needs crossed by domination devices established from colonialism to the differentfaces of coloniality acting on power, being and in knowing. From then on, the question is: “What are the processes and the interrelationship between coloniality presented as an instrument of power and domain over education, knowledge and knowledge in indigenous school education?”. Thus, intends to analyze the impacts of colonialism and the implications of coloniality in the incursions of erasing knowledge and in the process of implementing public policies for indigenous school education, after the approval of the Federal Constitution (1988). To do so, it relies on the collaborations of thinkers from the Global South involved in the modernity-coloniality debate and on productions of indigenous political and literary resistance, which also add to other concepts and thinkers, in order to broaden and deepen the debate. Furthermore, the bibliographic-investigative methodological procedure is used, listening to the indigenous voices of teachers, students, as well as other subjects from indigenous communitiesin the state of Paraná using the Thematic Oral History. With a view to dialoguing writing with orality, seeking possible answers in the winds of the Global South that bring with them significant collaboration of the voices of indigenous teachers of the Guarani and Kanhgág ethnicities in Nova Laranjeiras in Paraná, Brazil. It was sought intended to identify indigenous voice textures within the educational and learning processes at the level of Basic Education. Thus, the objective is to contribute to the (re)affirmation, within academic and social fields, that indigenous school education enhances (re)existence, identity and bodily manifestations, expressions and cosmovisions, knowledge and ethnic cultural identities, based on emancipation of their knowledge through the “epistemic disobedience” found in the praxis and decolonial struggle. The colonial domination coming from the Global North is broken by becoming occupants of those places in which they are active and legitimate participants in the context of Brazilian society, in which the institutionalizing exercise of decision and power is plurinational and diverse, in order to conceive education indigenous school as a political- epistemic dialogue necessary for (re)existence, resumption and (re)cognition of their 'humanity'in the face of the banalization of their stories.