An organization that crosses two worlds: deepening the hybridity of Avá-Guarani schooling

Abstract

Among the various formal / bureaucratic organizations present in modern societies, there is one of extreme importance: the school. In Brazil, with the National Education Guidelines and Bases Act of 1996, indigenous school education is assumed as an educational modality, and the indigenous school is formally recognized. The indigenous school is understood in this work by its hybridism that carries the ethnic trait of each population involved in it. In this sense, it is believed that looking at it only in the bureaucratic aspects that constitute it is not appropriate. Therefore, it could be understood as a multiplicity of processes between stability-instability and deconstruction-construction. This article aims to reflect on the hybridity of Avá-Guarani school education, proposing to understand ruptures and approximations with the concept of bureaucracy. The research is of a qualitative / interpretative nature and the field is the Avá-Guarani schools in western Paraná. As a main result, it is stated that the Avá-Guarani school can be understood as a place of learning, a political instrument for the struggle to demarcate indigenous territories, an affective space and a place for the affirmation / reframing of knowledge. The school as a hybrid space must be understood beyond the traditional and non-indigenous knowledge dichotomy.