A educação escolar indígena intercultural e o ensino das artes: um olhar sobre as práticas da escola Wakõmẽkwa na comunidade Riozinho Kakumhu - povo Xerente - Tocantins

Abstract

This Thesis presents the unfolding of a research at a Doctoral level with the theme of Xerente Indigenous School Education. The locus of the study is the Wakõmẽkwa Indigenous State School, located in Riozinho Kakumhu Community, in the Xerente Reserve, in the region of the municipality of Tocantínia in the State of Tocantins, Brazil. This research aimed to reflect on the conception of the indigenous teachers about the meaning of the teaching of Art at Wakõmēkwa School, from the perspective of Interculturality. The study was constituted in a social research developed from the perspective of multilocated ethnography, supported by the qualitative approach. The research techniques adopted were the participant observation, in the first phase of the investigation, and the perceptual survey, through conversation circle, in the second phase. The theoretical basis that sustained the reflections include the studies of Almeida and Albuquerque (2011); Fleuri (2001; 2003; 2006), Bourdieu (1989; 2004), Coelho (1993; 1997), Candau (2012), Cunha (2012; 2019), Quijano (2005, 2010), Mignolo (2009; 2017), Santos (2010a, 2010b), Tubino (2011), Walsh (2009, 2012) among others, backed by official documents of education that regulate indigenous school education in Brazil, as Guidelines for the National Policy of Indigenous School Education (1994), the National Curriculum Referential for Indigenous Schools (1998) and the National Curriculum Guidelines for Indigenous School Education (2013). All the teachers of the school, and its Principle and secretary, participated in the research. Data collection occurred from 2017 to 2019. Art lessons were observed in the early years of Primary School. The reflections presented allowed us to demonstrate data on the legal policies and norms that ensure the implementation and the development of Educational Actions for the Indigenous Intercultural Education, specifically at Wakõmẽkwa Indigenous State School. The analyses showed that the intercultural pedagogical actions are not in line with the local reality researched. We have realized that the effectivity of a critical and post-colonial Intercultural Indigenous Education is still a challenge for those who are involved in this educational modality, especially for the indigenous educators. The way indigenous education has been conceived is grounded in the models and educational systems colonizers, which has caused problems to school routine, reflecting, in many times, in a negative way, and among the members of the community, culminating in a process of desterrritorialiazation of Xerente People.