Alimentation as patrimony: definition, research and methods of approach in indigenous school education: definição, pesquisa e métodos de abordagem na educação escolar indígena

• Autor(a) principal: Has, Murilo
• Data de Publicação: 2021
• Outros Autores: Gehrke, Marcos, Faustino, Rosângela
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: RELACult - Revista Latino-Americana de Estudos em Cultura e Sociedade
• Texto Completo: http://periodicos.claec.org/index.php/relacult/article/view/2140
• topic: Alimentación indígena; Educación; Interculturalidad; Patrimonio; Indigenous food; Education; Interculturality; Patrimony; Alimentação indígena; Educação; Interculturalidade; Patrimônio; Alimentação indígena; Educação; Interculturalidade; Patrimônio

This article analyzes the approach and research on food in the indigenous educational context. For this, it uses bibliographic research mediated by documentary analysis. It places food as a historical, cultural and immaterial heritage of indigenous peoples, which transcends biological factors and is consolidated in the conjuncture of representations, knowledge and ancestral practices. It presents the state of knowledge of research on indigenous food in Brazil, under a ten-year time frame. Reflects on the approach to food in indigenous school education, expressing its challenges and potential. We consider that indigenous food as a patrimony, includes historicity and socio-political aspects, which requires the claim of essential rights in the midst of a system that generates injustices and inequalities. We show that academic production on indigenous food in Brazil still presents itself as an incipient scenario, and perhaps scarce when we seek studies with an educational bias. We understand that through the intercultural proposal present in indigenous school education, learning and sharing experiences provides the socialization of food knowledge, but for this, the engagement of the local community, indigenous school management, initial and continuing training for indigenous teachers and non-indigenous people, and above all, state support, are essential elements.