Imagens indígenas: nosso movimento e nossas escolas na afirmação política e de revitalização do povo Tapeba

Abstract

This study presented here has as its theme (INDIGENOUS IMAGES: OUR MOVEMENT AND OUR SCHOOLS IN THE POLITICAL AFFIRMATION AND REVITALIZATION OF THE TAPEBA PEOPLE), It is a course completion work that seeks to contribute to the revitalization and understanding of traditional knowledge, rites and the ethnic belonging of the people, with their manifestations and struggles in the specific educational scenario differentiated in the state of Ceará, and especially in the Municipality of Caucaia, as well as in the legal and interrelationship organizations of indigenous people from all Tapeba villages, giving shape and visibility to intercultural performances in a communicative way with the “non-indigenous” society. The event of the Cultural Fair is one of the main differentiated and specific elements of the Tapeba indigenous educational proposal, showered with appropriations in the participation of teachers, students, traditional leaders, artisans, healers, practitioners of traditional food culture, health team, indigenous and non-indigenous organizations. indigenous people, supporters and the non-indigenous population, promoted by all Tapeba indigenous schools, gathered in a sacred territory for the people, in the Lagoa II village, called Terreiro dos Pau-Branco. A deepening of the theme with logical, dialogic, oral analysis, media record and theoretical reference, this one, based on authors such as: NASCIMENTO, Rita (2009), (ANDERSON, 2008), teachers, Tapeba leaders and other specialists who through of his studies contributed to the development of this work in which he will strengthen the indigenous movement, as well as get to know and deepen the subject matter, in order to collaborate with the formation of readers in the academic universe and its dynamics, since the consolidation of this project began teachers representing the indigenous schools of the time, the need to combat responsible institutional denialism, the promotion of indigenous school education, better conditions for differentiated indigenous schools, the occupation of traditional territory and ethnic strengthening.