Jamré, o princípio da educação Kaingang : a recriação da vida de Kamé e Kanhru.

Abstract

This work aims to highlight Jamré as a principle of Kaingang education as opposition and complementarity, which constitutes unconditional love for a recreation of life. I propose to broaden reflections and deepening of Kaingang education, in research and academic scientific production, through an intercultural relationship of collaboration and exchange of knowledge, of Kaingang knowledge as epistemology, aiming at the understanding of Jykre Kaingang, based on ancestral narratives. The narratives are represented by Kamé and Kanhru, which is what organizes the Kaingang people, establishes ways of being and existing in the world, social organization, cosmology, worldview, and kinship relations as educational processes. Based on our research, we affirm that Jãmré is a principle of the recreation of life, as it is what integrates all things that exist in this world, up to the cosmos. I seek to highlight the ways of life, the educational values contained in ancestral narratives, systematized by the Kamé and Kanhru and the way of educating, and Jamré as an integrating principle for the recreation of life. Its specific objectives are to address the contributions of Jamré to Kaingang education learning; the foundations of Kaingang education, the meanings of kakré and mã, the mother as the person who welcomes education in the construction of the family; to highlight Kanhkó as a sky that welcomes the Regré, relatives, and peoples who are on earth; to understand the path of intercultural learning in basic education based on the ancestral Kaingang narrative. The research is justified by the need to deepen the understanding of Jamré as a principle of Kaingang education, considering the invisibility of the history and culture of indigenous peoples, their wisdom, philosophies, and ancient sciences in society and academia. The methodological approaches are based on a review of the literature of different indigenous authors and fóg, the production of written and oral Kaingang knowledge, highlighting the complexity of translation and inter-translation, taking into account ancient techniques of teaching and learning through oral tradition. As a researcher and Kaingang, the methodological inspiration is collaborative autoethnography, seeking to deepen conversations and encounters with Kaingang elders and the community, in the tradition of orality, through conversation circles. Based on the assumption of collaborative autoethnography, dialogue with elders, Kófas, Kujãs, language scholars, aiming to deepen the understanding of the terms Jamré, Kakré, Régre, Kanhkó, Kénhkê, Jóg, Mã, which will support the methodology and theorization of this work. The mapping of Kaingang intellectuals was fundamental to understanding the fundamentals of education. Understanding the terms forms a foundation that organizes and systematizes the process of recreating life. As this work was developed in academic environments at the university and in indigenous communities, it was necessary to think of interculturality as a crossroads of worlds, based on the common thread that we call Jamré, according to the understanding of the Vãfy methodology.