Abstract

BONIN, Iara Tatiana. Indigenous schooling & protagonism: arguments about the shape of "artificer teachers". Sér.-Estud. [online]. 2018, vol.23, n.47, pp.63-82. ISSN 2318-1982.  https://doi.org/10.20435/serie-estudos.v23i47.1078.

The school is one of the intercultural spaces in which indigenous communities participate, and in this space there are intense disputes about meanings, purposes and social functions that this institution must assume. In this paper, we focus on the resignification of discourses about indigenous teachers on the basis of discussions where 15 Kaingang teachers, between 2015 and 2016, lead in an interinstitutional teacher education programme in the Rio Grande do Sul state. The analysis of pronouncements made by the teachers allowed to construct the conceptual category "artificer teacher", as metaphor of a collaborative work centered in the craftsmanship. The metaphor of the craftsman made it possible to give visibility to the characteristics of indigenous teaching, reiterated in the Kaingang pronouncements, restoring the sense of artisanal production as a way of life. We highlight the traits of an action that is based on the inextricable connection between theory and practice, in the engagement in a community and its specific struggles, in the collaborative character of the production of knowledge and in listening to Kujá, religious leaders. Finally, the conceptual category would be an expression of a space-time of creation, in which the subject is attentive to the knowledge of the collectivity from which it comes and also to what can be modified in his work, adjusting it according to the demands of the present time.

Keywords : indigenous protagonism; indigenous schooling; Kaingang teaching.

        · abstract in Portuguese | Spanish     · text in Portuguese     · Portuguese ( pdf )