Resumen

LOPES, Adrieli Caroline Marques; KNAPP, Cássio  y  SANGALLI, Andréia. TERRITORY MITÃ KUERA: THE MULTIETHNIC SETTING OF BEING AN INDIGENOUS CHILD. Revista da FAEEBA: Educação e Contemporaneidade [online]. 2022, vol.31, n.67, pp.268-287.  Epub 13-Ene-2023. ISSN 2358-0194.  https://doi.org/10.21879/faeeba2358-0194.2022.v31.n67.p268-287.

The Mitã Kuera territory, the territory of the indigenous child, was affected by the world scenario experienced since the beginning of 2020, and had to adapt to changes resulting from the Covid-19 pandemic. In this context, the main objective of the present study was the characterization of the universe of the Guarani and Kaiowá indigenous children, in the Dourados Indigenous Reserve (RID) during this period, listing the changes in the individual and family way of life of indigenous children in situations of social isolation. The development of the research was based on different strategies of the qualitative approach including literature review, ethnographic research and field research (at this time restricted to on-site visits to the municipal indigenous schools of the Dourados Indigenous Reserve). For now, the research contributes by reaffirming that indigenous children try on, experience and transmit their cultures and also their knowledge among themselves and with the adults they live with. When considering the current scenario, indigenous children sought to adapt to social isolation, without losing the essence of playing and being a child. As for the school education process, traditional educational practices are pedagogical movements that are developed throughout the growth of indigenous children and reveal knowledge necessary for the formation of culture and identity.

Palabras clave : indigenous childhood; indigenous school education; interculturality.

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