Mo’eroy Ha Tekoha Rapére! pelos caminhos da escola e do território entre os Kaiowá e os Guarani do Mato Grosso do Sul

Abstract

The Guarani are a people who walk and walking with them is a job that requires persistence and resilience. The Guarani and Kaiowá ethnic groups, as well as other Brazilian indigenous ethnic groups, have their own time, their conceptions of life, their rules, their knowledge, their beliefs and myths. The autonomy of the territories has been one of the struggles of the Guarani and Kaiowá of the State of Mato Grosso do Sul, who have been fighting for over 500 years in the hope of conquering their original lands and their ñande reko. There is a constant concern with the preservation of their territories - tekohá – and their traditional knowledge, specifically in relation to teaching/transmission to the younger generations of their villages. There are several adversities and influences that cross the paths of the villages, all of them added to the issues of land demarcation, camp situations, displacement, and the lack of knowledge of the Guarani and Kaiowá's own ways of being. These issues reach the school, expressing the need for a collective and intercultural struggle to build autonomy. This research is from the present time, it was carried out observing the changes and developments in the Southern Cone of Mato Grosso do Sul, marked by the creation of a new public policy for the indigenous peoples, the Etnoterritories. The main objective was to analyze the impacts of the implantation of the Southern Cone ethnoeducational territory in Mato Grosso do Sul, aiming at the promotion, strengthening and valorization of the traditional knowledge of the Guarani and Kaiowá, however, the autonomy to carry out differentiated, intercultural and bilingual indigenous school education has been a demand of indigenous communities since the ratification of the rights of indigenous peoples with the Federal Constitution of 1988, however, there are still numerous difficulties for the implementation of specific curricular matrices so that they achieve the much desired autonomy. The relevance of the territory, from the indigenous perspective, is not restricted to natural resources, the territory is a condition of existence for the Guarani and Kaiowá, it has sociopolitical-cosmological dimensions, it is the privileged space for production, translation and redefinition of the knowledge/knowledge of this people. The thesis presents the discussions regarding the demands in the villages of the Southern Cone ethnoeducational territory in Mato Grosso do Sul, inherent to the Kaiowá and Guarani peoples, facing the social, economic and political issues in promoting the autonomy of this Ethnoterritory. This research was carried out through a bibliographic analysis of the main references that support the questions about indigenous school education and ethnoterritories, as well as interviews and semi-structured questionnaires with school managers, village leaders, teachers, in schools seeking the construction of specific, bilingual and intercultural Indigenous School Education, as per the references. While walking through these schools in the Southern Cone, we observed that the desire for autonomy is persistent, dialogue is not always intercultural, community participation is very divided, each village has a different reality. Thinking about the existing geographies in these schools and in this ethnoterritory demands greater action, action and walking together, strengthening dialogue and existing policies. We continue to build on the path towards conquering the autonomy of the territories and indigenous school education.

Guarani kuéra oguatáva ha reguata ramo hendive kuéra tekotevẽ nembarete ha reikokuaa hendive kuéra. Ava guarani ha kaiowá, umi ambue ava oikova ko Brasilpe, oguereko hi’ára, iñarandu hekove rehegua, gueko, iñarandu avaete, ijerovía ha imarandeko. Itekoha imbarete haguã Guarani ha Kaiowá oiko oñorãirõ ko Estado de Mato Grosso do Sulpe, upéicha, oñorairõma kuri 500 ro’yho pukukue, ikatu haguã ojevy jey tekoha ha heko teépe. Tuicha voi jepy’apy omombarete haguã itekoha -tekoha-ha iñarandu avaete, ikatu haguã ombohasa tekombo’e/omosarambi hembypykuépe pyahu kuérape mayma tekohápe. Opa mba’e ojehu ha oiko ñande rekoha jerekue rehe, tuichavéva hina pe demarcação de terra rehegua, jeiko acampamento rupi, oĩva ohejava tekoha, ha ave naimadu’avéi ñande rekoete guarani ha kaiowá háicha. Umi mba’e oguãhẽ mbo’erógape, omoikotevẽ uka ñorãirõ teko joja ha joaju guasu ambue teko rehe ikatu haguã ñamopu’ã mbarete guasu. Kóa ko tesareko ko’ãgagua rehegua, ojejapo kuri jehecha rupive mba’éichapa oñemoambue ha mba’épa oiko ichugui ko Cone Sul de Mato Grosso do Sulpe, ojejapo pa’ũme políticas públicas pyahu avakuéra pe, hérava etnoterritórios. Ko tembiapo ojeporeka ohecha porã haguã mba’épa ojehu oñemboguapy rire territórios etnoeducacional Cone sul em Mato Grosso do Sulpe, ome’ẽ, omombarete ha ombotee aranduete guarani ha kaiowá kuérape, upeverehe, mbarete ojejapo haguã educação escola indígenas diferenciada, intercultural e bilingue, umi tekoha pegua voi ojerure omboguapy rire direitos dos povos indígenas Constituição Federal de 1988pe, upeve ramo jepe, heta eterei oĩ ojokóva omopu’ã haguã matrizes curriculares específicas ikatu haguã ohupyty mbarete tuicha ojepota etéva. Tekoha porãgue, umi ava arandúpe, ndaha’éi ka’aguy kuérante, tekoha rupive ikatu voi guarani ha kaiowá kuéra oiko, ha’e tuichague sociolpolitico-cosmologicas, upépe voi ojejapo opa mba’e, oñemohesakã porã ha oñembokuaa uka mba’ekuaa/arandu umi ava kuérape. Ko tese oikuãve’ẽ ñemongeta guasu temikotevẽ ojeruréva tekoha kuéra rehehápe oĩva ko território etnoeducacional Cone Sul ko Mato Grosso do Sulpe, umíva hina avakuéra Guarani há Kaiowá, kóa temikotevẽ rovake, mba’éichapa ojeiko, ojejapo ha política oñemopu’ãvo mbarete guasu ko Etnoterritório. Kóa ko tesareko ojejapo heta kuatia arandu rupive oñemongetáva ha oikuãve’ẽva teko mbo’e mbo’eróga pegua ha etnoterritórios, upéicha ojejapo, ñeporandu guasu kuatia rehe oñemoĩakue semi-estruturado tendota mbo’eróga pegua ndive, tendota tekoha pegua ndive, mbo’ehára, ikatu haguã omopu’ã Educação Escolar Indígena, bilingue ha intercultural, omoĩ háicha referenciais kuéra. Aguata jave umi mbo’eróga Cone Sulpe jahecha kuri oikotevẽha rehe pe mbarete, ñemongeta ndaha’éi voi akói, te’yikuéra ndaijojái ave, oĩva guive tekoha iñambue ojoehegui upéicha tekoha hina. Ñañemohesa mondo geografia oĩva mbo’erógape ha ko’ã tekoha rehe, tekotevẽ ojejapo tuichave, jejapo jeguata tuicha teko jojápe, ñamombaretévo ñemongeta ha políticas oĩméva. Upéicha jaha hina ñamopu’ãvo tape ikatu haguã ñamopu’ã mbarete tekohápe ha avei educação escolar indígenas.