<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1517-9702</journal-id>
<journal-title><![CDATA[Educação e Pesquisa]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. Pesqui.]]></abbrev-journal-title>
<issn>1517-9702</issn>
<publisher>
<publisher-name><![CDATA[Faculdade de Educação da Universidade de São Paulo]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1517-97022016000400004</article-id>
<article-id pub-id-type="doi">10.1590/S1517-9702201612158353</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Elementos espirituais, simb&#243;licos e afetivos na constru&#231;&#227;o da escola mby&#225; guarani]]></article-title>
<article-title xml:lang=""><![CDATA[I]]></article-title>
<article-title xml:lang=""><![CDATA[*]]></article-title>
<article-title xml:lang="en"><![CDATA[Spiritual, symbolic and affective elements in the construction of the mby&#225;-guarani school ]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Stumpf]]></surname>
<given-names><![CDATA[Beatriz Osorio]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Bergamaschi]]></surname>
<given-names><![CDATA[Maria Aparecida]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Instituto Federal de Educação, Ciência e Tecnologia do Amazonas  ]]></institution>
<addr-line><![CDATA[São Gabriel da Cachoeira AM]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal do Rio Grande do Sul  ]]></institution>
<addr-line><![CDATA[Porto Alegre RS]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2016</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2016</year>
</pub-date>
<volume>42</volume>
<numero>4</numero>
<fpage>921</fpage>
<lpage>935</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1517-97022016000400004&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1517-97022016000400004&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1517-97022016000400004&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Historicamente a escola foi imposta aos povos ind&#237;genas, por vezes de forma violenta. Por&#233;m, quando inserida ao cotidiano das aldeias e conduzida de acordo com os preceitos de cada povo, em muitos aspectos &#233; apropriada por esses coletivos. No processo de constru&#231;&#227;o da escola espec&#237;fica, diferenciada e intercultural, o povo mby&#225; guarani vive um momento de reflex&#227;o acerca dessa institui&#231;&#227;o educativa. Este artigo aprofunda reflex&#245;es sobre o processo de constru&#231;&#227;o da escola a partir de observa&#231;&#245;es e conviv&#234;ncias realizadas em aldeias mby&#225; guarani do Rio Grande do Sul. Por meio de intensa etnografia que registrou viv&#234;ncias, di&#225;logos e reflex&#245;es dentro e fora da escola, foram observadas as dimens&#245;es da espiritualidade e da afetividade na aprendizagem cognitiva, no desenvolvimento de habilidades e na internaliza&#231;&#227;o de valores. Estes elementos s&#227;o aqui apresentados na forma de um di&#225;logo com a educa&#231;&#227;o proposta pelo paradigma ind&#237;gena comunit&#225;rio do Bem viver, mostrados como potencialidades para a constru&#231;&#227;o da escola espec&#237;fica, diferenciada e intercultural. A vida mby&#225; guarani apresenta elementos vivenciais complexos, presentes nos processos educacionais pr&#243;prios e consolidam uma continuidade milenar. No entanto, precisam tamb&#233;m se constituir como fundamento na constru&#231;&#227;o da escola diferenciada, contribuindo para uma afirma&#231;&#227;o cultural, junto ao acesso a tecnologias e conhecimentos de outras culturas. A espiritualidade, a sensibilidade, o simbolismo, a viv&#234;ncia e a arte constituem alguns elementos que est&#227;o se inserindo na constru&#231;&#227;o da escola mby&#225; guarani por serem fundamentais na educa&#231;&#227;o desse povo.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Abstract The school has historically been imposed on indigenous peoples, in some cases through violence. However, when school is included in villages' daily lives and does not go against the precepts of each community, it is in many ways suitable for these collectives. In the process of constructing a specific, differentiated and intercultural school, the Mby&#225;-Guarani people are going through a time of reflection regarding this educational institution. This article deepens reflections on the process of constructing the school based on observations and first-hand experiences in the Mby&#225;-Guarani villages of Rio Grande do Sul state. Dimensions of spirituality and affectivity in cognitive learning, skills development and internalization of values were observed through intense ethnography that involved recording experiences, dialogues and reflections inside and outside school. These elements are presented here in the form of a dialogue with the education proposed by the indigenous community paradigm of Living well, which are shown as possibilities for constructing a specific, differentiated and intercultural school. Mby&#225;-Guarani life involves complex existential elements that are present in their own educational processes and that consolidate an ancient continuity. However, they must also be a foundation for constructing the school, contributing to a cultural affirmation, along with access to the technology and knowledge of other cultures. Spirituality, sensitivity, symbolism, experience, and art are some of the elements that are being inserted into the construction of the Mby&#225;-Guarani school as essencial aspects in the education of this people.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Educação indígena]]></kwd>
<kwd lng="pt"><![CDATA[Escola mbyá guarani]]></kwd>
<kwd lng="pt"><![CDATA[Bem viver]]></kwd>
<kwd lng="en"><![CDATA[Indigenous education]]></kwd>
<kwd lng="en"><![CDATA[Mbyá-Guarani School]]></kwd>
<kwd lng="en"><![CDATA[Living well]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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