Educação escolar Tentehar/Guajajara: Identidade, re-existência e protagonismo na revisão do Projeto Político Pedagógico do Centro de Ensino Escolar Indígena Geanni Sartori, Terra Arariboia, Maranhão

• Autor(a) principal: MARINHO, Cleidson Pereira
• Data de Publicação: 2022
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da UFMA
• Texto Completo: https://tedebc.ufma.br/jspui/handle/tede/tede/4533
• topic: educação escolar indígena;; interculturalidade;; projeto político pedagógico;; tentehar-guajajara;; indigenous school education;; interculturality;; pedagogical political project;; tentehar-guajajara.; Educação

The central objective of this study was to analyze the process of revision of the Political Pedagogical Project of the Gianni Sartori Indigenous School Teaching Center, in the Juçaral village, Arariboia Indigenous Land, in Amarante do Maranhão, and its contribution to the promotion of intercultural dialogue and to the transmission and continuity of culture in the community. This is a qualitative study conducted with indigenous leaders, parents, indigenous students, and indigenous and non-indigenous teachers from the same school. The data was constructed by means of conversation rounds, which were audio recorded and later transcribed. In the research meetings, considerations and reflections were made about the dimensions of the meaning of education for the Tentehar-Guajajara, discussing the constituent elements of indigenous education and indigenous school education and how these elements are essential for the affirmation of the identity, culture, tradition, and protagonism of our people. Through this research, we could observe how necessary it is for Brazilian society to advance in discussions about indigenous issues from an intercultural perspective, valuing the diversity that characterizes our country through the many different peoples present in our territory. The work is based mainly on the theoretical contributions of Baniwa (2006; 2019), Melià (1979; 1999), Vasconcellos (2002), and Candau (2011; 2021). We conclude in this dissertation that the process of revision of the PPP of CEEI Geanni Sartori brings to light an interpretation of how the identity processes of indigenous peoples are plural and that the principles of specificity, bilingualism and multilingualism, community organization, and interculturality that underlie differentiated school education will be guaranteed to indigenous communities with social quality and pedagogical, cultural, linguistic, environmental, and territorial pertinence if it relies on the effective participation of such peoples and their own organizations.