Educação decolonial indígena: um estudo em ecolinguística.

• Autor(a) principal: Alves, Vera Lúcia Santos
• Data de Publicação: 2022
• Tipo de documento: Tese
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da UNICAP
• Texto Completo: http://tede2.unicap.br:8080/handle/tede/1731
• topic: Teses; Educação intercultural; Análise do discurso; Índios - Educação - Brasil; Indígenas - Usos e costumes; Theses; Intercultural education; Speech analysis; Indians - Education - Brazil; Indigenous - Uses and customs; LINGUISTICA, LETRAS E ARTES::ARTES

The concept of decoloniality has been gaining strength in academic studies around the world. Researchers start to talking about new ways of approaching history, of the colonization processes, of the formations of peoples under the eyes of the so-called “subalterns” historically. These are themes that, for centuries, were under the tutelage of hegemonic groups, which 000guided, above all, the education. In Latin America, this theme has been taking the constructive form of a new vision of cultural formations, ethnic-racial representations, considering the immense diversity that makes up its peoples. And this is also the Brazilian reality. The formation of the Brazilian people, so widely addressed by great names in our literature, is a deep and necessary agenda for us to act in our studies. The indigenous peoples, official matrix of this formation, contributed and continue to contribute in the formation process of entire generations of Brazilians. Since the relationship with nature, to faith in the enchanted, are these peoples from different ethnic groups (enhancers of man's relationship with the environment in which he lives, with the land, with the other that was already common to him and with the other, coming from Europe in the colonization process) that inspire us to think about how education can be libertarian, blunt in the identity aspect and definitive in the sense of survival and social mobility. And it is exactly in these relational aspects of man with language, with his environment and with the other our focus of analysis and search for answers to the concerns that guide the construction of this thesis. We aim, in this research, to seek common epistemological traits between indigenous decolonial education and Ecolinguistics, an area of recent approach in Brazil, practiced by the 'Escola Ecolinguística de Brasília'. Inicially, we used the metodology of the exploratory, qualitative-inductive, bibliographic approach, mapping and discussing, from de pespective of Ecosystem Linguistics, the academic productions in the field of knowledge about decolonial indigenous education in Brasil, in order to reach the final goal of this research. Thus, the corpus was analised under the perspective of the methodology-theory of the Ecological Analysis of Discourse (ADE), also known as Critical Ecosystem Linguistics, a brasilian branch of Ecolinguistics that has been developing in the Brasília-Goiana axis. Therefore, we use the following ADE categories: the Fundamental Elements of Language (People-Language-Territory), the Endoecology, the Exoecology and the Organic Interactions Network (Rede de Interações Organnicas – RIO) since, based on studies by Couto (2007), we reiterate that the diversity of the social environment is the locus of identity strengthening proposed in Critical Ecosystem Lingustics. The first part of the corpus consists of Course Conclusion Papers (Trabalhos de Conclusão de Curso-TCCs) of indigenous teachers, the second part is composed of educational books produced by students and teachers in schools living in villages from different ethnic groups in Pernambuco and the third concerns Brazilian academic productions that address indigenous decolonial education. This led us to reflect on the important role of Ecolinguistics in the intercultural educational practice that has taken place in these teaching institutions. Considering studies carried out by the Modernity/Coloniality group - another theoretical basis of this work-, we observe that the foundation of indigenous intercultural education, their social interactions, which is of great interest to ADE, point to a strong epistemological relationship between Ecolinguistics and the decolonial practice of these traditional peoples in Brazil.