Karaí Mbytepe (no meio do "branco"): a identidade indígena diante do deslocamento escolar

Abstract

KUATIA NHE’Ẽ MBYKY Ko kuatia ñe’ẽ ojejapo ava guarani kuerandive oikoa tekoha Cerritope. Ko haipy ohechaukata mba’echapa umi mitã guasu ha kunhataĩ guaraniva onhenhandu ou ha oho aja entero pe karaí rekohape ojapo haguã ensino médio. Avei tekotevẽ oiporu kuaa teko ambue ha karaí kuera nhe’ẽ. Upechagui heta teko pyahu ndaha’eiva Guarani mbae oikuaa uperupi ha ikatune omokangy hekove kuera guaranihaicha. Umi mitã guasu ha kunhataĩ ensino médio pegua ndoguerekoi ambue hendape tẽra mbo’ero ndaha’eiva upepe karaíte retãme ha tekotevẽ ou ha oho mbo’erope uperupi karaí kuera apytepe, upecharõ mante oguerekota arandu ikatuhaguãicha ombosako’i henonderã oiko porãve haguã. Heta teko pyahu avei ha’ekuera ogueraha tekohagui pe mbo’erope ha ogueru avei teko pyahu ava rekohape. Upeicha ko kuatiare ojehai mba’epa oiko umi temimbo’e guarani kuerape osẽ rire tekohagui, ojehecharõ umi karaíndi oguerekoa teko ambue ha ndonhe’ẽi kuaai avei hikuai guaraninhe’ẽme, upepe tekotevẽ mitã guasu ha kunhataĩ imbarete ohechuka haguã avei enteroveape ke ha’eha ava guarani. Umi temimbo’e kuera ohose mbo’ero retãme otopasegui tembiapo porã, ohechase ha oikuaase avei ambue reko, upeicha omombe’u oreve temimbo’e kuera, itua kuera ha mbo’ehara avei, janhemonguetarõ akue hendiekuera, inhe’ẽ kuera oime avei ko haipype. Oĩ mbo’ehara karai nhe’ẽ avei, upeicharupi jaikuaa oiko’ỹ gueteri peteĩ arandu ohupytỹa enteroveape mbo’ero ryepype. Avei umi mbo’ehara karaíva ohecha ha onhandu kuaa ijehekuera ndoikuaapaiteha arandu ha umi kuatiare oĩva nombo’ei chupekuera oipytyvõ haguã mitã kuera guarani kaiovape oguãhẽva umi mbo’erope. Tekotevẽ umi mburuvicha guasu oiporu pirapire ombo’eukave umi mbo’ehara kuera mbo’erope omba’apova ha ojehasamondo oguahẽha hina opachaguá mitã ikatuhaguãicha ani ojopy hesekuera peteĩ nhe’ẽnte terã teko. Umi mbo'erope oĩva ndaikatui omombae karai rekonte, ikatu avei ogueraha ha ombohepy peteicha arandu ambue. Upeicharupi mante temimbo’e guarani kuera ikatuta imbarete itekohape ha retãme, oĩrõ jepe karaí apytepe, oikuaa porãta mba’eichaguapa hikuai ha mba’epa ojapo arã oparupi ko arapype.

This dissertation is the result of a research carried out with the indigenous community of the Cerrito village, aiming to analyze not only the scenarios involved in the displacement of the young indigenous student to the conclusion of high school in the city, but also the way that such realities influence their identity construction. The displacement, adaptation (or not), permanence and learning of the young Guarani in a culturally and linguistically different context from their community of origin requires identity arrangements and changes. Thus, the research intends to approach the education of young people outside the village, paying attention to the encounters and disagreements with otherness and the implications in their process of identity affirmation. However, the motivations for this displacement include exactly the search for otherness, for the new, for space in the labor market, which directs the research to the narratives of indigenous students, parents and teachers, revealing through them obstacles, frustrations and dreams. The reports of non-indigenous teachers also provide relevant readings in this interaction with the karaí school world, evidencing excluding pedagogical practices and lack of investments by the public power for the training of teachers who know how to promote interculturality in the school space. Only in this way will it be possible to promote a multi, broad, dignified and meaningful education that also values traditional knowledge, thus contributing to the construction of the contemporary Guarani youth, aware not only of their ethnicity, but also of their role in global society.