Por um diálogo interétnico: uma introdução ao estudo da troca na Reserva Indígena Thá-Fene (BA) e na Aldeia Tupinambá da Serra do Padeiro (BA)

Abstract

The cultural interface between distinct ethnic groups constitutes a pivotal moment for scrutinizing the defining elements within the identity of a community. The manifestation of characteristic traits within a social group occurs through interethnic contact, fostered by encounters with the “Other”. This contact serves as a platform for either reaffirming or transforming the values and practices that delineate the communities’ identity. The resulting contrast from the interaction between ethnically diverse social groups underscores the markers of identity and highlights non-interchangeable aspects that become evident at the boundaries of indigenous communities. This study examines interethnic relations and their implications in constructing indigenous identity. The analysis primarily focuses on the expression of identity-defining traits within the context of indigenous educational initiatives promoted by the Tupinambá Village of Serra do Padeiro and the Thá-Fene Indigenous Reserve, both situated in the State of Bahia. Special attention is devoted to an aspect of social life in encounters with the “Other” which governs the overarching phenomenon of gift-giving, namely, the sentiment of solidarity, which operates beyond the confines of reciprocal relationships, serving as a mitigator of asymmetry within social connections. The sentiment of solidarity encapsulates an intrinsic conflict, functioning simultaneously as a product and producer of interethnic “dialogue” between indigenous and non-indigenous communities. This study seeks to illustrate how, despite belonging to two distinct indigenous communities, educational endeavors, or more broadly, indigenous projects, share a common ground in the exercise of “dialogue”. It is argued that “dialogue” represents a manifestation of the gift-giving, embodying the essence of the teach-learn-exchange phenomenon. This concept aligns with Mauss’s formulation of “giving”, “receiving”, and “reciprocating”. This study presents indigenous individuals, whether as “forces of nature” in the case of Thá-Fene or as a fusion of “spirit” and “matter” among the Tupinambá. This approach draws them closer to Taussig’s representation of the spiritual and material planes accessed by the shaman. This alignment with the shamanic condition facilitates the identification of the original authors of indigenous educational initiatives, as the concept of the gift is situated within the cosmological context of indigenous peoples.