Ajëgy Ixu'pe: comunicação intermundos, educação e memória do povo Ãwa-Canoeiro do Araguaia

Abstract

This dissertation presents an ethnographic study focused on the Tutawa Ãwa Indigenous School, located in the Itarô Ãwa Indigenous Village of the Ãwa-Canoeiro people of the Araguaia region. The research investigates how communication, memory, resistance, and education intersect in the trajectory of this people within the context of their struggle for the demarcation of the Taego Ãwa Indigenous Land. A multi-sited ethnographic approach inspired by Luciana de Oliveira (2017) was adopted, employing techniques such as field diaries, active and passive participant observation, and analysis of ethnographic experiences to explore the complex social phenomena and communicative practices of the Ãwa-Canoeiro people across various contexts: in the Itarô Village, at the Tutawa Ãwa Indigenous School, in digital interactions (WhatsApp and Instagram), and in engagements with State institutions. The communicative processes of the Ãwa-Canoeiro people are analyzed through the lens of "interworld communication" (Oliveira, 2020), which transcends the boundaries between different worlds and cultures, including communication with non-human agencies such as spirits and dreams. Drawing from the ethnographic experience, I present the Tutawa Ãwa Indigenous School as both a "political and symbolic territory" and a "cosmopolitical forum," where traditional knowledge and formal education coexist, challenging the coloniality of knowledge. In this way, the struggle for the demarcation of Taego Ãwa Indigenous Land and the establishment of the school are seen as inseparable movements, with education serving as a space of re-existence and autonomy. Thus, the Tutawa Ãwa Indigenous School emerges as a central agent in the Ãwa people's interworld communications, acting as a space of resistance and knowledge production, fostering cosmopolitics (Stengers, 2018), which underpin the fight for rights and the creation of new ways of being.