Imagetic narratives of Mẽbêngôkre-Kayapó children: indigenous education and indigenous school education in the Gorotire village

Abstract

This article results from the research on indigenous school education and aims to unravel the imaginary perceptions of learning about indigenous education and indigenous school education, represented by Mẽbêngôkre-Kayapó children in the process of schooling in the Gorotire village, located in the municipality of Cumaru do Norte, PA, in the light of image analysis of eight drawings created by children, with interlocutions of oral narratives of six Mẽbêngôkre-Kayapó schooled adults. The children interpret and represent the learnings of indigenous and school education in very different ways. For them, the Mẽbêngôkre-Kayapó indigenous education is signified by belonging to the territory, integration with the environment, daily family and community life, cultural tradition, and activities performed by men and women, while in the indigenous school education the learnings are revealed in the Western educational context, with collective activities developed in the same space and time. Although these learning experiences are present in the same territory, it can be seen that they do not communicate, since the traces that make up the drawings suggest that there is no interconnection arising from each educational process.