O protagonismo da educação escolar indígena com o povo Kanindé de Aratuba-CE

Abstract

This article on the role of indigenous school education with the Kanindé of Aratuba / CE People is a reflection of our experience with two scientific initiation projects PIBIC / FUNCAP and PIBIC / UNLAB, carried out between 2015 and 2017, in which, dialectically, we analyze the stories of indigenous school education in Ceará as a place of ancestry, interculturality and ethnic resistance. The research is carried out within the framework of the theoretical-methodological debate developed by the interdisciplinary field of the History of Education, expanding subjects, themes and objects. Methodologically, we are located in the intersection zone of sources (oral, written and audiovisual). However, the central focus is the narratives of the educational work developed by the teachers and indigenous leaders of the Kanindé People of Aratuba/CE. Historically, differentiated indigenous school education, focused on respect for the ancestral knowledge of these peoples, having bilingualism, interculturality and specificity as essential supporters of educational work, is the fruit of the struggle and resistance of the organized social movements of indigenous peoples. Strategically, this ethnic consciousness is made in the struggle for expropriated land, which goes back to the brutal process of genocide and ethnocide in the name of faith and colonial mercantilist greed onwards, for the identity denied, but not only, this becoming, unequal and combined , is also evidenced as the territory of decolonization of indigenous school education, established by extensive educational legislation post-1988, with the Constitution.