Limolaygo Toype: nossa educação é nossa resistência - um estudo sobre a autonomia dos processos educativos do povo Xukuru do Ororubá, a partir do caso da escola indígena Mílson e Nílson, da aldeia de Cimbres

Abstract

The current study deals with the discussion about indigenous education and the knowledge decolonization processes. Its purpose is to envisage the possibility of an autonomous, decolonized education which may be practiced by the Xukuru of Ororubá indigenous population inside the school community. Indigenous education, thought of in its genesis from the community is differentiated, specific and intercultural, and it is worked inside and outside the classrooms. With very specific purposesthat go so far beyond literacy, indigenous education turns its attention to teaching and management practices of micro - pedagogical processes - as well as to the macro space - the system of social organization - while building at the same time to the school curriculum, the life project of a folk. We are seeking to analyze how, through cultural autonomy and the strengthening of their ethnic identity, the educational issues which point to decolonization are discussed, besides seeking to characterize how theformal and informal pedagogical practices developed in their territory relate to their life project, we will analyze the case of the Monsignor Olímpio Torres middle school, from the Cimbres village . The methodology adopted in this research will be the extended case method, within the perspective of elaborating an interventionist ethnography which can at the same time reflect on the decolonization conditions of indigenous education specific to the mentioned school, but also reflect and reconstruct the theory itself about the indigenous education. These are objectives that are permeated by the intention to broaden the discussion in academic spaces around other educational, intercultural perspectives and dialoguing with other kinds of knowledge.