<?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>1676-2592</journal-id>
<journal-title><![CDATA[ETD Educação Temática Digital]]></journal-title>
<abbrev-journal-title><![CDATA[ETD - Educ. Temat. Digit.]]></abbrev-journal-title>
<issn>1676-2592</issn>
<publisher>
<publisher-name><![CDATA[Universidade Estadual de Campinas - UNICAMP]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1676-25922021000300677</article-id>
<article-id pub-id-type="doi">10.20396/etd.v23i3.8664214</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A ORALIDADE NA CONSTRUÇÃO DE UM ETHOS EDUCATIVO KAINGANG]]></article-title>
<article-title xml:lang="en"><![CDATA[ORALITY IN THE CONSTRUCTION OF AN EDUCATIONAL ETHOS KAINGANG]]></article-title>
<article-title xml:lang="es"><![CDATA[ORALIDAD EN LA CONSTRUCCIÓN DE UN ETHOS EDUCATIVO KAINGANG]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Piovezana]]></surname>
<given-names><![CDATA[Leonel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
<xref ref-type="aff" rid="A a"/>
<xref ref-type="aff" rid="A05"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Dill]]></surname>
<given-names><![CDATA[Fernanda Machado]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Battestin]]></surname>
<given-names><![CDATA[Cláudia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
<xref ref-type="aff" rid="A a"/>
<xref ref-type="aff" rid="A06"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Tedesco]]></surname>
<given-names><![CDATA[Anderson Luiz]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="A01">
<institution><![CDATA[,Universidade de Santa Cruz do Sul  ]]></institution>
<addr-line><![CDATA[Santa Cruz do Sul RS]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="A05">
<institution><![CDATA[,Universidade comunitária da Região de Chapecó Educação Intercultural e Pedagogias Decoloniais na América Latina ]]></institution>
<addr-line><![CDATA[Chapecó SC]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="A02">
<institution><![CDATA[,Universidade Federal de Santa Catarina  ]]></institution>
<addr-line><![CDATA[Florianópolis SC]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="A03">
<institution><![CDATA[,Universidade Federal de Pelotas  ]]></institution>
<addr-line><![CDATA[Pelotas RS]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="A06">
<institution><![CDATA[,Universidade Comunitária da Região de Chapecó Programa de Pós-graduação em Educação Educação Intercultural e Pedagogias Decoloniais na América Latina]]></institution>
<addr-line><![CDATA[Chapecó SC]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="A04">
<institution><![CDATA[,Pontifícia Universidade Católica do Paraná Universidade Comunitária da Região de Chapecó Colégio La Salle de Xanxerê]]></institution>
<addr-line><![CDATA[ SC]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>07</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>07</month>
<year>2021</year>
</pub-date>
<volume>23</volume>
<numero>3</numero>
<fpage>677</fpage>
<lpage>696</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1676-25922021000300677&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1676-25922021000300677&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1676-25922021000300677&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO A discussão central deste artigo, parte da reflexão sobre a constituição do ethos educativo Kaingang. Trata-se, portanto, de avaliar as relações que constituíram o ethos histórico, marcadas por intensas e violentas interações e contínuos projetos de dominação com os povos originários. Para tanto, a discussão teórica ocorre a partir do ethos histórico, cultural e comunitário, pois busca-se evidenciar os conhecimentos construídos a partir da tradição oral nas comunidades Kaingang, adotando a metodologia da história oral. Este estudo objetiva compreender como o ethos dos povos originários pode ser um lugar de aconchego, de motivos ancestrais, de princípios educativos que regem a vida, neste caso, dos povos Kaingang. Destaca-se entre os resultados que a constituição de um ethos educativo Kaingang, consiste em assegurar seu protagonismo, autonomia e sentido comunitário na construção do diálogo, respeito e reconhecimento ao ethos da pluralidade.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT The central discussion of this article is based on a reflection on the constitution of the Kaingang educational ethos. It is, therefore, about evaluating the relationships that constituted the historical ethos, marked by intense and violent interactions and continuous projects of domination with the original peoples. Therefore, the theoretical discussion takes place from the historical, cultural and community ethos, as it seeks to highlight the knowledge built from the oral tradition in the Kaingang communities, adopting the methodology of oral history. This study aims to understand how the ethos of the original peoples can be a place of coziness, of ancestral reasons, of educational principles that govern life, in this case, of the Kaingang peoples. It stands out among the results that the constitution of an educational ethos Kaingang, consists in ensuring its protagonism, autonomy and community sense in the construction of dialogue, respect and recognition of the ethos of plurality.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN La discusión central de este artículo se basa en una reflexión sobre la constitución del ethos educativo Kaingang. Se trata, por tanto, de evaluar las relaciones que constituyeron el ethos histórico, marcado por interacciones intensas y violentas y continuos proyectos de dominación con los pueblos originarios. Por lo tanto, la discusión teórica se desarrolla desde el ethos histórico, cultural y comunitario, ya que busca resaltar el conocimiento construido a partir de la tradición oral en las comunidades Kaingang, adoptando la metodología de la historia oral. Este estudio tiene como objetivo comprender cómo el ethos de los pueblos originarios puede ser un lugar de calidez, de motivos ancestrales, de principios educativos que rigen la vida, en este caso, de los pueblos Kaingang. Se destaca entre los resultados que la constitución de un ethos educativo Kaingang, consiste en asegurar su protagonismo, autonomía y sentido comunitario en la construcción del diálogo, respeto y reconhecimento del ethos de pluralidad.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Ethos educativo]]></kwd>
<kwd lng="pt"><![CDATA[Povos Originários]]></kwd>
<kwd lng="pt"><![CDATA[Kaingang]]></kwd>
<kwd lng="en"><![CDATA[Educational Ethos]]></kwd>
<kwd lng="en"><![CDATA[Original peoples]]></kwd>
<kwd lng="en"><![CDATA[Kaingang]]></kwd>
<kwd lng="es"><![CDATA[Ethos educativo]]></kwd>
<kwd lng="es"><![CDATA[Pueblos Originarios]]></kwd>
<kwd lng="es"><![CDATA[Kaingang]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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