Educação indígena e intercultural nas aldeias do Opará: uma sociedade de sujeitos silenciados

Abstract

With the objective of undertaking an analysis of aspects of indigenous culture and education in the Pernambuco hinterland, this tesis seeks to elaborate, in the light of post colonial studies, a theoretical-analytical contribution on the autochthonous languages of the indigenous peoples of the Region of Scope of the Opará (São Francisco River), in which the following topics are covered: the relationship of peoples with Indigenous School Education and Law 11.645/2008, which deals with indigenous cultures in villages; the silencing of indigenous languages during the centuries of European domination; and current scientific-didactic production undertaken by teachers/teachers and indigenous researchers/researchers, linked to local institutions, based on projects and afirmative actions, promoted by the Instituto Federal de Educação, Ciência e Tecnologia do Sertão Pernambucano, campus Floresta, and by the Grupo de Pesquisa e Etnicidades Opará, from the Universidade do Estado da Bahia (UNEB), Paulo Afonso campus. Indigenous languages are the diacritical marks of Brazilian ethnic identities and the loss of these languages is used as a process of denial of indigenous identities, especially in the Brazilian Northeast, a region with greater prejudice against natives. So, when undertaking a research on unwritten languages in the context of sociocultural resignification undertaken by indigenous communities in the Opará region, the objective is to analyze the linguistic-cultural expression of local indigenous peoples, through the elements of resistance, cultural hybridism and resignification, enhanced by education, from the perspective of interculturality and the awareness of individuals for the construction of a decolonial epistemology, anti-hegemonic and anti-racist. Given the multipaper format, of independent chapters in the form of articles, the research seeks to answer the gaps on the following topics: Indigenous School Education and Interculturality, Autochthonous Languages of the Opará Coverage Region and the production of knowledge from the Scientific Research of Indigenous People. The studies are covered by the following methodological procedures, respectively: Ethnographic Research, Qualitative Systematic Review and Document Analysis. The data construction procedures of the Bibliographic Review, present in the three articles, were covered by searches in databases, repositories, books and other public records, and the analyzes carried out include methods of Analysis of Discourse. The results point to: the consolidation of Indigenous School Education in the researched villages (Atikum, Pankará and Truká peoples), in a process of interculturality; the perception of the presence of autochthonous languages in the consciousness of communities, not as lost languages that need to be rescued, but as an immaterial territoriality of indigenous cultures; and the emergence of a current of studies on indigenous peoples and languages closer to reality, as it is produced by the producing subjects themselves, consolidating itself through didactic-scientific production, whose paradigmatic premises allude to the deconstruction of colonial hegemony, to decolonization knowledge and sociocultural resignification for Brazilian indigenous peoples.