Mē Ixujarēnh - ausência, presença e busca: o ensino de História na Escola Índígena Tekator do povo Panhĩ - Apinajé

Abstract

Indigenous peoples were treated as a-historical in the construction of History discipline or science, as (human) objects of study, transited between absence and presence, context implied in the misguided and exclusionary indigenous condition within the societies that formed in contact with These people. In Brazil, colonial domination over the lands and their native peoples was also due to Western, Christian and civilizational schooling, initially by Jesuit catechesis and continued by the national state, whether in the empire or in the republic, indigenous policies had On the horizon, the national convention of the indigenous populations and in this context, indigenous school education was thought and applied. The organized and political indigenous movement, cooperating with pro-Indian organizations and researchers, began a process of paradigm shifting of the indigenous issue in Brazil in the 1970s, culminating in the establishment of rights such as land and a respectful and cultural school education Indigenous peoples in the Federal Constitution of 1988. The school has been reclaimed and is present in the realities of hundreds of peoples in its Indigenous Lands in all regions of Brazil, one of these peoples being the Panhĩ-Apinajé, whose schooling began in the 1960, by religious missionaries and in the last decades, has been undertaking a process of search and construction of a differentiated indigenous education, in an ideal school for the political practice that passes through an ethnic and cultural sovereignty. The history taught and learned, intersected by different forms and conceptions in the field of historical knowledge, presents itself in the Tekator Indigenous School of the village Mariazinha, as strategic and instrumental in this search. This dissertation, through field research and historical-ethnographic methodology, contributes with issues of indigenous schooling and history teaching in the villages, reflecting on the relationships: traditional and formal education, school and curricula, state, indigenous community and surrounding society. We bring notes about the Apinajé as historical subjects in the search for a convergent school with their interests and expectations of a differentiated school.