Resumo

FIGUEIREDO, Maioque Rodrigues  e  MEDEIROS, Heitor Queiroz de. Protagonism of Terena teachers from Aldeia Tereré in Mato Grosso do Sul in the construction of community well-being. Sér.-Estud. [online]. 2022, vol.27, n.60, pp.35-55.  Epub 30-Ago-2022. ISSN 2318-1982.  https://doi.org/10.20435/serie-estudos.v27i60.1673.

This article forms part of the results of the master thesis defended in the Postgraduate Program in Education at the Dom Bosco Catholic University linked to the Cultural Diversity and Indigenous Education Research Line. The general objective of the research was to investigate and understand the role of the Terena teachers of the Indigenous School Cacique João Batista Figueiredo in the construction of the well living in the indigenous community of the Tereré Village, Buriti Indigenous Land, in the municipality of Sidrolândia in Mato Grosso do Sul. The methodology used for the production and data analysis was qualitative, using the oral history method, field diary techniques, interviews, documental analysis, and bibliographic review. We sought to understand how Terena indigenous teachers built their indigenous school education in the face of more than 500 years of history of submission and exclusion, seeking dialogues with traditional and political leaders to understand the process of building community life. The investigation results showed that their claims are legitimate and just, such as the fight for the demarcation of their traditional territories, for the fulfillment of the laws of indigenous school education, as well as for the basic health care of quality for the community.

Palavras-chave : Terena indigenous teacher; Indigenous protagonism; well living.

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