PAULO FREIRE & GALDINO PATAXÓ - 25 YEARS OF INDIGNATION AND SEARCH FOR SOCIAL JUSTICE

• Autor(a) principal: Neves, Josélia Gomes
• Data de Publicação: 2022
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Cadernos de Pesquisa (Pró-Reitoria de Pesquisa e Pós-Graduação, Universidade Federal do Maranhão. Online)
• Texto Completo: http://periodicoseletronicos.ufma.br/index.php/cadernosdepesquisa/article/view/18906
• topic: Paulo Freire; Povos Indígenas; Galdino Pataxó; Lei nº 11.645/2008; Pedagogia ameríndia; Paulo Freire; Pueblos Indígenas; Galdino Pataxó; Ley nº 11.645/2008; Pedagogía amerindia; Paulo Freire; Povos Indígenas; Galdino Pataxó; Lei nº 11.645/2008; Pedagogia ameríndia

The aim of this text is to present a refl ection on Freire thought and its relations with indigenous peoples from the reading of “Pedagogy of Indignation: pedagogical letters and other writings” (FREIRE,2000). The focus of the analysis was the third letter dealing with the crime committed against Galdino Pataxó, An indigenous leader who was in Brasilia on April 19, 1997 to demand provisions for his territory and in this context was brutally murdered by 5 white middle class youths. The methodological path that enabled this writing considered bibliographic research and documentary research that took into account media matters, corresponding images and correlated normative. The results allow us to infer that the last writings of Paulo Freire were directed to the indigenous suff ering and in this direction they constitute important devices to think about the relations between education, society and Human Rights. They provide elements of problematization to the social cruelties and the defense of the life of the native populations. It also contributes to the production of pedagogical imaginaries in the direction of Law 11,645/2008, a legal resource that determined the inclusion of the indigenous theme in the school curriculum. It was possible to conclude that the unfinished letter enables theoretical-reflective developments of intercultural character relevant to critical, popular and Amerindian education in contemporary times.