The seven grandfather teachings: etnografia sobre as tribal colleges/universities estadunidenses

Abstract

This anthropology dissertation focuses on the network of Tribal Colleges and Universities (TCUs) within the United States' educational system. TCUs are institutions of higher education designed for Native Americans and managed by the indigenous nations/tribes to which they belong. The aim of the work is to engage in a conversation about the potentialities of TCUs in aligning the epistemic location of Native Americans with their position of indigeneity. To achieve this, an ethnographic study was conducted based on the experience of a Brazilian university professor and researcher in the United States, seeking (re)knowledge of the structure and organization of TCUs through three visits to the country (in the states of Michigan and New Mexico). The text was structured into seven chapters, each alluding to one of the seven knowledges of the grandparents (ancestors of the Anishinabek): Gwekwaadziwin (honesty), Nbwaakaawin (wisdom), Debwewin (truth); Aakwa’ode’ewin (bravery), Mnaadendimowin (respect), Zaagidwin (love), and Dbaadendiziwin (humility). The work presents some pedagogical, historical, and social aspects of TCUs that lead the reader to characterize and contextualize the cultural meanings of these institutions in the United States, especially for indigenous nations. The way in which the TCUs network asserts itself in the educational system, through the American Indian Higher Education Consortium (AIHEC), demonstrates a dialogic organization in the struggle for the legitimization of these institutions in the United States, as well as the recognition of their role in that society. This is because TCUs are structured based on the cultural, social, and economic organization of the indigenous nations to which they belong—although at times influenced by capitalism with a view to their redefinition (perhaps even their overcoming).