Práticas pedagógicas e diálogos interculturais no cotidiano da educação escolar indígena dos Guarani e Kaiowá em Dourados/MS

Abstract

The general objective of this work was to highlight the discourse of indigenous Guarani and Kaiowá teachers regarding their pedagogical practices based on differentiated and intercultural education, as well as to analyze how the different traditional knowledge circulating in the daily life of the school are articulated. The specific objectives were: a) To understand the constitution of the Guarani and Kaiowá subject, from their historical, cultural aspects and the relations of power experienced; b) To emphasize the interrelation between the different knowledge, knowledge and cultures that circulate indigenous school education, especially in the schools of the Reserva Indígena Francisco Horta Barbosa in Dourados/MS; c) To analyze the discourses of indigenous teachers about concepts, meanings and possible impacts on pedagogical practices and the promotion of intercultural dialogues in school. Due to the complexity of our research object, we tried to articulate post-critical theoretical-methodological references such as Cultural Studies, educational ethnography, some concepts and discourse analysis in the Foucault’s perspective. The locus of the research were two indigenous schools: one located in Aldeia Bororo and the other school located in Aldeia Jaguapiru, both in the Francisco Horta Barbosa Indigenous Reserve. The subjects were six indigenous teachers, four from the Guarani ethnic group and two from the Kaiowá ethnic group, four of whom were female and two were male. For the collection of data, descriptive-analytic strategies were used being registered in the field notebook, from what we observed, heard and questioned, especially in classrooms where teachers work. For this task, we use procedures of postmodern ethnography such as: narratives, interviews with teachers, analysis of documents, texts, books, and projects. We collect posters, figures, drawings and photographs of the environment and the pedagogical work of indigenous teachers. In the analyzes of sayings and writings, we seek to highlight local knowledge, thoughts, productions, conflicts, power relations, conditions of possibilities and situations of exclusion. Thus, we emphasize that indigenous teachers feel proud of their profession, as well as their family and community; they believe that being a teacher in indigenous schools is a privilege because they are responsible for the community's school education. The teachers' discourses point out some difficulties for the pedagogical action, among them the lack of specific contextualization regarding textbooks, since none of them have references about their language or their culture, the shortage of didactic material for the preparation of classes and the government indifference to the indigenous school. Regarding teacher training, we found that two of them are trained in a public institution, the others being trained in a private institution. The narratives indicate that the continuing education offered to teachers needs to be rethought in order to meet the needs, demands and complexity of indigenous school education. In addition to the difficulties encountered, teachers have sought to re-signify pedagogical practices, articulating them with the cultural knowledge of their people, from an intercultural perspective. We hope that this research contributes to teachers' ability to re-signify what has already been thought for indigenous school education, and to be protagonists of their education based on reflections, critical actions, production of new meanings and positions that allow them to be the writers of the future educational histories.