A fogueira, o cachimbo e a escola: sentidos e significados de escolarização para famílias de uma aldeia Guarani Mbya

• Ano de defesa: 2021
• Autor(a) principal: Belieiro, Fernando Granja [UNIFESP]
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de São Paulo (UNIFESP)
• Palavras-chave em Português: Guarani School Education; Historical-Cultural Theory; Educational Practices; Family-School Relationship; Educação Escolar Guarani; Teoria Histórico-Cultural; Práticas Educativas; Relação Família-Escola
• Link de acesso: https://sucupira.capes.gov.br/sucupira/public/consultas/coleta/trabalhoConclusao/viewTrabalhoConclusao.jsf?popup=true&id_trabalho=10433367; https://repositorio.unifesp.br/handle/11600/68150

The schooling processes of Brazilian Indians in recent decades have aroused the interest of many researchers in the field of education. Such interest is substantially due to the search for subsidies capable of providing knowledge about school in the life of this population, from the establishment of regular schools in villages of different ethnicities, an achievement resulting from the persevering action of the indigenous movement. Based on L.S.'s historicalcultural theory Vygotsky, the research, through the ethnographic approach and participant observation, analyzed the senses and meanings attributed to the school by families and by a school community in a Guarani village. The analysis of the data revealed that the research participants have varied perspectives regarding the expected results with the schooling of children and youth in the village, keeping, however, as a meaning, that this is one of the tools they have to overcome the barriers imposed by non-society. indigenous, to the extent that it enables the strengthening of indigenous identity and the removal of prejudices suffered in non-indigenous schools, becoming a protection to the constant use of their language and cultural habits. At the same time, schooling also appears with the community as a guarantee of qualification that can ensure regular access to paid jobs within and outside the village. The meaning given to the school is that it is a way of strengthening orality in the mother tongue and in the national language, thus enabling its arguments to be heard and understood. In short, for the indigenous people, the critical and conscious use of white culture is a path that allows them to enlarge and renew their own culture within a decolonial perspective.