A lei n. 11.645/2008 e a experiência formativa de professores na escola : imagens alquímicas da história e da cultura indígena para unus mundus.

Abstract

In basic education, the teaching of the culture and history of indigenous peoples in Brazil became mandatory from Law no. 11,645/2008. In this thesis, the objective is to highlight the resistance movements of indigenous peoples and propose contributions to the effectiveness of this Law, in view of the historical process of invisibility and denial of these peoples in Brazilian history and society. The dialogues with indigenous leaders, the images of the cosmology and mythology of the Guarani peoples were being integrated into a formative experience of teachers in the school. The formative experience of teachers at school was inspired by the principles of participatory research, and enabled interactions, learning and reflections on the importance of the history and culture of indigenous peoples for the school curriculum. The learning and the reflections contributed to produce new perceptions in relation to the indigenous peoples and also to tension the educational public policies. The teacher training experience was carried out in two basic education schools in the cities of Santa Cruz do Sul and Estrela Velha, located in the central region of Rio Grande do Sul state. The contributions of Jungian psychology, the symbolism of alchemical images and the difficulties to participate in teacher training activities led to theorizing about the proposal of an Invitation, as a process to produce learning and compromises; The image of the Invitation transacts with openness to the other and contributes to the processes of self-knowledge. It is possible to highlight, in the history of indigenous peoples, since the colonization processes, the cultural anxiety that was formed and the colonial images that are updated and that contribute to produce the cultural complexes, which, in their historical and psychological aspects, go to the dissociating from our Amerindian roots and devaluing those origins. Still, in the psychological perspective of indigenous and nonindigenous polarities, in dimensions of conscious and unconscious images, and a process of tensions and confrontations, alchemical symbolism encourages us to conceive of formative experiences as approximations to the perception of unus mundus, as a single world that welcomes us and in which we all live different experiences. They are experiences and symbolisms to deepen the dialogues and produce new meanings in relation to the other and to ourselves.