Bakaru na comunidade indígena Bororo da Aldeia Central de Tadarimana, em Rondonópolis - Mato Grosso: conceitos e manifestações

• Ano de defesa: 2014
• Autor(a) principal: Leila Aparecida de Souza
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Minas Gerais; UFMG
• Palavras-chave em Português: Bakaru; Bororo; Educação; Escola indígena; Indios Bororo Educação; Escolas indígenas Brasil; Índios Educação
• Link de acesso: http://hdl.handle.net/1843/BUBD-9Q5FWX

This ethnographic research expounds on bakaru concepts and cultural expressions in the Bororo indigenous community of the Tadarimana Central Village, in Rondonópolis, Mato Grosso. Meaning history of the people, principle, social codes, bakaru involves mythical narratives containing the socio-cosmic principles of the Bororo people. Principles of that corpus of knowledge were observed in the circle shaped village within the territory of the Central Village; in the marital unions of men and women belonging to clans from complementary halves in constant wrangling to provide descendants for the ancestral chiefs of the clan subdivisions; in personal names and in stages of funerals. The research assumed, in its construction, that the knowledge of such life-guiding codes in the community would help understand the processes of formal schooling and informal education found in the village. In terms of cultural patterns that determine the way the Bororo people live, bakaru was implemented to instruct the new generations on that way of life, in special situations of social experiences, in order to show how informal education works in the community. Within the formal education, bakaru was introduced after a proposal to use bororo knowledge at school. In this way, the reasons for the choice of knowledge issues that would serve as subjects, the collection strategies, the purpose of using that kind of knowledge, the methods used in the development of production stages started pointing out the scope, limitations, inadequacies and the possibilities of discussing issues relevant to the local school education. To start from the understanding of bakaru, a fundamental concept in the life of the Bororo people, in order to know aspects of their society such as the education practiced in one of their communities was the approach chosen for this research and maybe the major contribution to the studies on indigenous school.