A terra educa : povos originários, interculturalidade e emergência climática.

Abstract

This project investigates the absence of land in education and proposes its emergence as an epistemic, spiritual, and political foundation based on the knowledge of the indigenous peoples of Abya Yala—land ripe in essence. For how can land - as body, territory, and educator - be understood as a reference for life and education, especially in contexts of climate, cultural, and existential crisis? The forest has been discovered through ecocide and destruction, factors that amplify the cultural complexes of Deep Brazil and extend to Deep America. The problem stems from the diagnosis that the modern educational system, heir to coloniality, has operated a symbolic and physical separation from the land, separating humans from nature. The justification is anchored in the urgency of rethinking education in the face of the climate emergency and the call of indigenous peoples. Inspired by Andean and Amerindian philosophy, this research proposes a biocentric education that places life at the center and recognizes the earth as life and not as a resource. The objective is to understand the wisdom of the earth from indigenous peoples, especially from Tekoá Jakupé Ambá and Mexican intercultural experiences; to investigate biocentric educational thinking with indigenous peoples in Abya Yala; and to recognize and value the voice of indigenous peoples in the face of the climate crisis. The project is built on dialogue between schools, villages, and universities in Brazil and Mexico, and is materialized in ethnography, rooted in four symbolic territories: the farm as academic training grounds, the mountain as a territory of Climate Justice, the river as Anahuac territory, and the village as Tekoá territory - expressions of the earth as an educator. Three of these come as the measure of a good Guarani land, the river that constitutes the veins of the earth comes as a way of connecting the territories and moving towards amplifying the perspective of the land without evil. Noteworthy considerations include the Circles of Culture as social technology; the strengthening of education for interculturality and original epistemologies in educational spaces; and the creation of links between ancestral practices and living pedagogies. Thus, the thesis project proposes an education that not only teaches, but cultivates, that takes off its shoes and relearns how to listen to the earth.