Subjetivação e educação indígena

Abstract

This work is an intervention into the processes of indigenous subjectification and their relation to the production of differentiated indigenous schools in Ceará, Northeast Brazil. Aiming at mapping these processes, offering directions, like a compass to guide the navigator, through the entangled practices and discourses of the multiplicity of subjects that are part of the production of local and regional indigenous subjectification, the author utilized an inter-referential theoretical- methodological approach, coordinating elements from Anthropology, Institutional Analysis, Micropolitics, and Schizo-Analysis. The empirical part of the research was performed through insertion in the daily life of the Tremembé de Almofala and the local Indigenous Movement, allowing for intense experimentation and dense description of these processes. Field diaries were used as the main instrument for data collection. Furthermore, they are central to this text because they constitute a unique collection of registers, analyses, and systematizations, revealing the routine of research production and, mainly, the relationships between experience and thought. As a final result, this work affirms the existence of an instigating process of autonomization and singularization of the Tremembé as part of their present political and social reinvention, in the midst of strategic contradictions and retreats specific to the social and political negotiation in the indigenous field. The conquests in relation to the differentiated schools – and, particularly, the struggles developed by the tremembés in relation to the preparation of indigenous teachers – are the most relevant indicators of this process.