Os indígenas da cidade de Dourados/MS: análises socioeducacionais com enfoque na escola não indígena

Abstract

Authors/ Writers, like Antônio Gramsci, portray the different forms of social control over the subordinates in capitalism; Geographers, such as David Harvey, also contextualize the entry of subalterns into the cities (urban centers). Such theorists also point out that subaltern groups/classes, such as the indigenous people, are historically rejected publics. The school as a transversal agent can be a point of mediation for the appreciation of the indigenous culture, especially in the city of Dourados/MS, which is home to one of the largest indigenous reserves of the country. The structural conjuncture of indigenous schooling will be the central theme of the master analysis within non-indigenous schools. Therefore, the work deals with indigenous people with a pervasiveness in elements involving capitalism, the territory, the culture, with a focus on schooling, being this last, a “possible” form of socio-cultural and socio-educational changes. The analyzes will be carried out in the city of Dourados/MS, in elementary school I of the Municipal School Januário Pereira de Araújo. In order to better understand this plot, the following question can be posed: the themes that involve socio-educational issues about indigenous peoples are treated under which directions within the structure of power? Thus, the theme involves the indigenous people, having as a question the analysis of how the indigenous people enter the “white” schools in the city of Dourados/MS. The thematic focus will be on the forms of receptivity of the indigenous people in the educational space of the “non-indigenous”. The field of action, therefore, will be elementary education I at the Januário Pereira de Araújo School in the city of Dourados/MS, carrying out a mixed research methodology: documental, ethnographic, participant observation, interviews with the director, teachers, support team, as well as document analyses, etc.