Conhecimentos tradicionais Guarani e Kaiowá como fontes de autonomia, sustentabilidade e resistência

Abstract

In the southwest of Mato Grosso do Sul, the Atlantic Forest and the Cerrado have undergone a process of brutal degradation, suffering from various assaults ranging from contamination by pesticides to the total deforestation of their ecosystems. Thus, as the biomes of the region, indigenous of the Guarani and Kaiowá ethnic groups fight a battle against the State and the landowners, in order to guarantee the physical and cultural survival of its people, which linked to the conservation of these biomes in the territories of these people. This work is the result of a preliminary investigation that aimed to record, reflect and raise awareness about the importance of traditional Guarani and Kaiowá knowledge about flora and fauna, in order to dialogue with the conservation of these two biomes as a guarantee of socio-territorial security and food sovereignty for the community. To this end, a partnership established between the indigenous school of Aldeia Limão Verde, in the municipality of Amambai and the local community, with the aim of reflecting and raising awareness about the importance of conserving natural wealth to guarantee physical, social and cultural well-being of the community in question. In addition to the school community, we sought to involve prayers, nurses and psychologists who contributed to the reflections on environmental conservation and traditional knowledge. As a methodology, we use bibliographic review, observant participation, free interviews, and participatory workshops and guided tours. According to the Guarani and Kaiowá community of Aldeia Limão Verde, the Cerrado and the Atlantic Forest have been suffering from deforestation since the arrival of the colonizers. However, the remainder of these biomes in the village has been regenerating over the years and has been providing sustenance to the community through the provision of healthy foods, such as native fruits, medicinal plants and animals and trees for home construction. Teachers in particular stressed that research projects like this, aimed at environmental reflection and awareness are pedagogically positive, as they significantly involve students who become interested in school and thus contribute to reducing school dropout. The study counted on the participation of professors from the “Indigenous Knowledge at School” who collaborated in the development of the proposal by offering participatory lectures and workshops aimed at enhancing the natural wealth of the surroundings. We were able to conclude with the realization of this work that we have advanced a lot regarding the awareness and reflection on the importance of traditional Guarani and Kaiowá knowledge as a strategy for environmental conservation and for the resistance of this community. However, it is necessary to guarantee effective and specific public policies for schools indigenous peoples, such as the development of teaching materials that address the theme. However, of similar importance, it is necessary to expand and strengthen the spaces for the construction of self-organized indigenous movements, so that the agendas and demands built based on the specific vision of the peoples. We conclude that the attempt of interdisciplinary dialogues between the school, the school community and the traditional teachers and masters are of great importance in guaranteeing autonomy and respect for indigenous peoples and their territories.