Narrativas de professoras indígenas: reconstruindo histórias de identidade e preconceito

Abstract

Studying questions about scholar formation makes sense in indigenous stage for several reasons: a) these people don’t live far from non-indigenous contact anymore; b) today in some of these stages it’s not possible to live in a tradition way anymore or; c) the contact with a kind of capitalist society get necessities not creating before. In front of these necessities probably justifies the growing of indigenous schools. In Dourados/MS there’s a population about 13.000 Indians shared in three villages – Jaguapiru, Bororó and Panambizinho district. Nowadays, there are eight indigenous schools in the region offering fundamental teaching and only one offering medium teaching. And more and more students of those schools have got to university that in Dourados are in number of four: UNIGRAN (Centro Universitário da Grande Dourados) (private), Anhanguera (private) UEMS (Universidade Estadual de Mato Grosso do Sul) and UFGD (Universidade Federal da Grande Dourados). At least in three of them there is indigenous studying in several courses, especially in the Majors. The indigenous women have the same way searching for a scholar formation inclusively in superior teaching. However, when we observe that female presence in the city we realize that they are in a degrading position because they are with their children using them to ask for some bread, clothes and shoes. Some go out in wagon and sell the products planted by themselves – manioc and green corn. Sometimes the indigenous women sell some domestic fowls. The looking of non-indigenous on the indigenous women appeared in non-positive attitudes. That manifestation can be implicit or explicit. If we have in one hand the presence of these women in an inferior position when we understand the kind of society that we live and look to the schools we see many women, teachers, pedagogic coordination and school director. Considering this stage we put some questions: a) Do the indigenous women have searched for the formation because they believe that school can open new social and working places?; b) Do the indigenous teacher womenalso face the prejudice during their graduation as the other women from other ethnic group? Based on these suppositions we propose for that research the following aims: to re-build through the narratives the history of scholar formation; to describe from the narratives how the prejudice appeared and still appears as in relationto women indigenous (individually) as in relation to people that they belong to (collective) in manner of putting in question they position from the identity (woman andindigenous). The methodology of that research is qualitative and the theory basis is divided in following way: a) identity construction individual and social: Moita Lopes (2002), Severo (2008), Hall (2006); Ricoeur (2008); Limberti (2009 & 2008); Vasconcelos& Marin (2003); b) bilinguism studies: Melo (2008); Cabral (2002); Fernandes (2009); Franchetto (1999); Meliá (1999) e; c) racism and prejudice: Munanga (2007); Carneiro (2003); Grupioni (2001); Oliveira (2002); Pinsky (2003); Van Dijk (2003 & 2008) .