Meanings attributed to school education by the Guarani of the Indigenous Land Morro dos Cavalos/SC and the articulation of this right with other struggles

ABSTRACT

This article is based on research with indigenous children and their teachers about the meanings they attribute to school education and how it is linked to the struggle of indigenous peoples for the recognition of their cultures and rights. Decolonial discussions are used as a theoretical contribution, in association with contributions from studies on indigenous school education. In addition to the stage dedicated to carrying out bibliographical studies and analysis of documentary sources, empirical research was carried out at Escola Itaty/SC, using strategies of the ethnographic method, such as participant observation, interviews, photographic records and drawings produced by children, with emphasis on the last two. The results show that the educational experiences highlighted by children and teachers, even when linked to the school context, expand beyond the school, mobilizing different social actors and blurring cultural, age and identity boundaries, to the point of creating teaching-learning situations agents of plural and sometimes insurgent ways of being a child, adult, teacher, student, Guarani, activist, citizen etc. It is concluded that knowing the perspective and aspirations of the actors directly involved in indigenous school education on this topic is a path that can lead not only to raising awareness in society about the role of the school in perpetuating or facing the countless oppressions and violence under which indigenous populations live, but to the potentialization of the resources made available to these populations in their struggles.

Keywords:
Indigenous School Education; Indigenous School Agents; Guarani; Curriculum; Childhood