Percepções de acadêmicos Apinajé sobre suas experiências interculturais no curso de educação do campo da UFT/ Tocantinópolis

Abstract

What are the academic practices that lead the realities and experiences of the Apinajé indigenous communities as a source of knowledge? How do indigenous people relate to the non-indigenous at the University during the Community and University Time? What is the meaning of University activities for these students' lives? This study investigates the perceptions of Apinajé academics about their intercultural relations during the Licenciatura em Educação do Campo (LEdoC): habilitação em Artes e Música at the Universidade Federal do Tocantins (UFT), in Tocantinópolis. The specific objectives were to ascertain whether there is dialogue between the subjects, as a way of enabling the exchange of experiences; to identify musical practices contextualized in the University that involve the culture of the Apinajé people and verify the meaning of the musical experience lived by these students in this Course. The methodology adopted was Oral History, using data collection Oral History interviews through the Google Meet platform. The research falls within the Cultural Studies, more specifically in Education, by using various fields of knowledge, becoming an interdisciplinary study (SILVA, 2013). In Cultural Studies, because it is a cultural practice (CULLER, 1999), it is possible to cover and include literary studies through minority voices, enabling the expansion of the literary canon through knowledge from several areas. The term Interculturality subsidizes this work by understanding that projects aimed at indigenous populations should be focused on intercultural perspectives, and Critical Interculturality (WALSH, 2013) was used to defend the insertion of characteristic that involves society, through a process of democratic construction. The results showed that the indigenous academics upon arriving at the University experience several difficulties, but over time they are inserted in the process and seeing ways to minimize their problems and follow in search of the achievement of their dream of finishing the course and give a return to their people related to their specific training in Arts. The adversities faced by them pass through the absence of transport, precariousness and lack of internet, not having computers and the use of the Portuguese Language. The only program that specifically accompanied the indigenous people in the Institution was extinguished, making the permanence even more fragile. From these data, are highlight the need to meet the demands presented by the indigenous academics Apinajé for the effectiveness of an intercultural practice, in which their experiences and the knowledge of the elders are valued.