A constituição de aprendizagens interculturais : re-existência das mulheres guajajara.

Abstract

This thesis describes a path of rebirth of an ancestral indigenous education through a collaborative ethnographic dialogue with the Guajajara. The objective was to understand the educational spaces of Guajajara's re-existence with emphasis on the existential trajectory of Sônia Guajajara, in a way of investigating that aims to start from exclusion to solidarity. It is a research that affirms and describes resistance practices of Guajajara indigenous struggles, as a craftsmanship of practices, that interconnects political confrontations of Guajajara women, ways of life based on resistance to colonialism, defenses of territories and academic and social paths, that is, struggles of symbolic and concrete territories that cross borders against non-abyssal exclusions of the Guajajara people. I tried to understand the Guajajara through the experience, the experience and the cultivation of gifts that cannot be taken or bought, only received by those who are ready for the eyes of those who already have them. When discussing indigenous Guajajara knowledge, I present my perceptions and analyzes resulting from an intense academic study, from a strong coexistence with these people. My research pathways were taking place in a perspective of corazonar, of letting myself get involved in the stakeout, in the participation in the passage rituals in the villages, in the confrontations of the Marches with women, in the Terra Livre Camps in Brasilia, in the meetings that advanced at dawn, making agendas and discussing the practices of Sônia Guajajara with her groups. There were so many moments of experiences, that I will need more time to understand everything that was lived, but I highlight the reflections made on research modes that I was inspired by the phenomenology of Rodolfo Kusch and the permission that he gives us to think a research of existential field. The collaborative ethnography that allowed me to think about writing and a practice that happens in between, in a collaborative translation that takes place in practice between indigenous and non-indigenous worlds and the perspective systematized by Boaventura (2020) of southern epistemologies that affirms a type of research collective that occurs in meetings, in a political position, in a collaboration of thoughts and actions that are little recognized by universities as research. The research revealed that the constitution of intercultural educational learning does not appear only as a rational and reflective manifestation, but through the understanding of the mutability of the Maíras' power, imitating these Maíras is more than thinking or feeling, it is entering a world that for us or at least part of us non-indigenous people is dual, natural x supernatural, and that Guajajara's re-existence occurs in the cultivation of dreams, gifts, orality, songs, dances, body painting, hunting wisdom, involvement of the whole village in the education of the child and in the preparation of it for adult life, goes through ancestral education, the engagement in the indigenous movement, the importance they attach to formal education and the determination to maintain their ways of life that were learned from their delighted. They are experiences and wisdom to deepen reflections anddialogues and produce meanings in human relationships and in the relationship in the struggle for mother earth.