A branquitude nos cursos de licenciatura intercultural indígena Kuaba e Pitakajá: a perspectiva do corpo docente

• Ano de defesa: 2024
• Autor(a) principal: Coelho, Mayara Rocha
• Orientador(a): Bomfim, Zulmira Áurea Cruz
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::PSICOLOGIA
• Link de acesso: http://repositorio.ufc.br/handle/riufc/80481

This research aims to understand how whiteness operates in the Indigenous Intercultural Degree (LII) Kuaba and Pitakajá courses at the Federal University of Ceará (UFC) from the perspective of the teaching staff. The LII courses were created with the aim of realizing the right of Indigenous peoples to a differentiated, specific, and bilingual education, as outlined in the 1988 Constitution, following several struggles waged by Indigenous social movements. Indigenous education, therefore, became a fundamental agenda for the entire Indigenous community, requiring that it be an emancipatory and decolonial education. To this end, it is crucial to examine interracial dynamics within the university context, emphasizing the issue of whiteness as an essential part of promoting the decolonization of education. The research is grounded in its theoretical framework on ethical-affective rationality, emphasizing social, political, and ethical commitment. Decolonial studies and Critical Social Psychology emerge as the primary theoretical frameworks used, constructed mainly by Latin American authors who proposed a socio-historical contextualization and made a commitment to transformation. The methodology employed was qualitative, characterized as exploratory, analytical, and interpretative. Semistructured interviews were conducted with professors who work within the field of study. Data analysis and interpretation occurred using the content analysis method, aided by the Atlas.ti software. The main results reveal that whiteness is recognized by teachers as a structural issue, while also highlighting the difficulty of perceiving its effects in everyday practice. Regarding coping strategies, the theoretical-methodological constructions of the disciplines include measures to mitigate the effects of whiteness, such as adjustments to curricula, the inclusion of authors focused on decoloniality and themes relevant to Indigenous realities, and the recruitment of Indigenous professionals as part of the faculty.As for institutional challenges, the findings highlight the need to sustain and strengthen the existing institutional link between the aforementioned courses and UFC to ensure continuity and improve access to resources for their ongoing development. Regarding strategies, the results underscore the necessity of intersectoral planning, which may involve work, assistance, and culture initiatives.In conclusion, the research reveals that addressing racial tension and continually reflecting on the effects of whiteness is fundamental to the construction of decolonial knowledge within the context of Indigenous education and its broader social implications. Therefore, the importance of the Kuaba and Pitakajá Indigenous Intercultural Degree courses in promoting racial justice and the anti-racist struggle is emphasized.