Research experiences in indigenous school education: reflections on ethnoeducational practices in Altamira, PA

Abstract

This article aims to show experiences and research reflections in the ethnoeducational space of Indigenous School Education, in the Middle Xingu, municipality of Altamira, Pará, Brazil. The approach to the concepts of ethnicity and ethnic groups is considered, based on theoretical assumptions, as the anthropological research that leads us to know other social and cultural universes, imprinting a conception based on the interaction of social relations and identities. The methodological procedures are documental, bibliographic and qualitative research of the field study type. Thus, instruments of participant observation and interpretive analysis of the universe in which research is being used are used. The research experience in Indigenous School Education presents itself from field studies in meetings, seminars, congresses and other events in the city of Altamira where the ethnic groups were (Juruna, Xipaya, Kuruaya, Arara, Kayapó, Xikrin, Asuriní, Araweté and Parakanã) has its importance for enabling reflections on ethnoeducational practices, with a more sensitive and refined look, thus outlining a dialogical, empirical and “close” path. The theories of Barth (2000), Santos (2008), Boaventura Santos (2008), Bonin (2012), André (1995) are prioritized to support the concepts and provoke discussion in the proposed thematic field. In this dialogue, it is concluded that Indigenous School Education moves as a policy under construction, with strong and striking characteristics of ethnoeducation, in which the local knowledge and practices of indigenous people are valued, although in an embryonic way due to the setbacks for centuries by capitalist and elitist society.