Táticas e estratégias para efetivação da escola indígena na Aldeia Jarará em Juti-MS (1987-2018)

Abstract

This search report presents the results of research that analyzed the tactics and strategies of power-knowledge used and the transformations that occurred in the school education offered at Native Village Jarará in Juti/MS. The time period is defined between 1987 and 2018. The year of 1987 refers to the moment in which the attempts to make the school begin and 2018 corresponds to the process and changes of institutional functioning of the school. This is a qualitative, documentary and field research. It inquired about the tactics and strategies or power games that allowed the creation, installation and operation of the school in Jarará Native Village. The theoretical framework that supported this research is inscribed in the Foucaultian perspective, adopting the notions of discourse and tactics/strategies inscribed in apparatus and power-knowledge relations. The research subjects were the first teachers, form students and other people connected to the history of the School. As collection instrument, semi-structured interviews were used, as well as documentary sources, media impressions and images/photographs. To presents the results this search job was organized in 3 chapters: the first discusses the characteristics of the municipality of Juti/MS, including the Guarani and Kaiowá struggles for land tenure and informal education; the second deals with indigenous efforts to build the MBO`ERO ARANDU`I school in Jarará Village; and the last chapter analyzes the elaboration of the book “Upéicha Rohai: ore kuatia ñe’ẽ peteĩha: our first book”, that counted on the participation of the natives of Jarará Village. One of the strategies used in this indigenous movement was the training and “qualification” of indian teachers, through a literacy course in the mother tongue and the production of an ethnographic book. And one of the tactics used was the manifestations and claims with the municipal, state and federal public organs. The building of the municipal school MBO`ERO ARANDU`I was made available to the community of Jarará in 2005 and the creation document “guaranteed” autonomy for the School to become a Polo School of the MBO'EROGA TAPERANDI School, In Taquara Village, in Juti/MS. But in 2009, as a public power strategy the document was modified, defining that both schools would be administered and controlled by the management of Municipal Department of Education of the Juti/MS. With this research can be affirmed that the school is not regularized and that in Jarará Village it works only a classroom, like “extension” of an urban municipal school.