Do Parque Indígena do Xingu ao estudo de caso sobre Querência – MT : narrativas históricas de estudantes indígenas

• Ano de defesa: 2019
• Autor(a) principal: Sehnem, Adrieli Müller
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Mato Grosso; Brasil; Instituto de Geografia, História e Documentação (IGHD); UFMT CUC - Cuiabá; Programa de Pós-Graduação em História
• Palavras-chave em Português: História oral; Educação escolar; Povos indígenas; Estudos decoloniais; CNPQ::CIENCIAS HUMANAS::HISTORIA; School education; Indigenous peoples; Decolonial studies; Oral history
• Link de acesso: http://ri.ufmt.br/handle/1/2712

This research aims to present students indigenous’ testimonies in a non- indigenous urban school in the Querência’s city , in the state of Mato Grosso. For the interviews, we use theoretical support in the field of Oral History research. The choice of life interviews symbolizes the need to trace the stories of indigenous students and map the possibilities of access and stay in school. The majority of the interviewed students belong to the indigenous villages located in the Xingu Indigenous Park, therefore to have need to present the historical context of the Park's formation and to link its struggles and demands for the recognition of the rights of indigenous peoples, the right to the territory, fundamental for the physical and cultural existence. Historically, the indigenous issue in Brazil was marked by conflicting tensions and interests antagonistic to national society. In an attempt to understand this relationship we resorted to the Public Policies directed to the indigenous people. We started with the creation of the Protection Service to the Indians in 1910, the configuration of the Citizen Constitution of 1988, which includes the rupture in the hitherto implemented integrationist policies and the protection of the State over the indigenous peoples. In order to counter Western historiography that for centuries has created erroneous, stereotyped and prejudiced representations of indigenous peoples, we have tried to base the options on decolonial options to break with practices that persist in conditioning indigenous peoples in a social place linked to the past. The decolonization and democratization of social, political and cultural relations are the means we present to advance the conquest of political and civil rights of the entire population. The narratives of indigenous students reflect the need to recognize the autonomy and freedom of indigenous peoples as protagonists and builders of their stories and to think of mechanisms to strengthen the aspirations of a more just and egalitarian school.