The educational experience of the Juruna People: the community pedagogical work in the construction of a border school
DOI:
https://doi.org/10.14393/REPOD-v14n1a2025-76518Keywords:
Juruna of Km 17, Indigenous School Education, Interculturality, Pedagogical ProjectAbstract
It discusses how the Juruna of Km 17 – a stretch located between the municipalities of Altamira and Vitória do Xingu, State of Pará, have been using the existing school in the Boa Vista community to demarcate their identity borders. It aims to analyze the construction of the Juruna identity in its relationship with the pedagogical thinking and doing of the school in the Boa Vista village, signaling, in school practices, the fulfillment of the legal precepts of the indigenous school education policy and the strengthening of ethnic identity, especially when in the process of ethnogenesis. The field research made use of ethnographic techniques, including open interviews, photographic records and participant observation. The school, which historically served the attempts at homogenization, is now thought of as a frontier to the extent that it is resignified by other cultures. Among the subjects in question, it was noticed that the Francisca Juruna School, chosen by them as the main social structure of ethnic strengthening, It plays an important role in the affirmation of the group's indigenous identity as it seeks to ensure the maintenance of identity boundaries, contributing to the updating of diacritical marks and the feeling of ethnic belonging.
Downloads
Metrics
References
BARTOLOMÉ, Miguel Alberto. The ethnogenesis: old actors and new roles in the cultural and political scene. Maná Journal, São Paulo, v. 12, n. 1, p. 39-68, 2006. DOI: http://doi.org/10.1590/S0104-93132006000100002. Available at: http://www.scielo.br/scielo.php?script=sci_arttext&pid=S0104-93132006000100002. Accessed on: Feb 10, 2019.
BELTRÃO, Jane Felipe; OLIVEIRA, Assis da Costa; OLIVEIRA, Leon da Costa. Other faces of Indigenous being: between belonging and exclusion. Amerindian Space, Porto Alegre, v. 3, n. 2, p. 9-41, 2009. DOI: http://doi.org/10.22456/1982-6524.10777. Available at: https://seer.ufrgs.br/index.php/EspacoAmerindio/article/view/10777. Accessed on: Oct 30, 2024.
BRAZIL. [Constitution (1988)]. Constitution of the Federative Republic of Brazil. Brasília, DF: Federal Senate, 1988.
BRAZIL. Decree No. 6,861, of May 27, 2009. Provides for Indigenous School Education, defines its organization in ethno-educational territories, and sets forth other provisions. Brasília, DF, 2009. Available at: http://www.planalto.gov.br/ccivil_03/_Ato2007-2010/2009/Decreto/D6861.htm. Accessed on: sept 5, 2022.
BRAZIL. Resolution No. 5, of June 22, 2012. Defines national guidelines for Indigenous School Education in basic education. Brasília, DF, 2012. Available at: http://portal.mec.gov.br/index.php?option=com_docman&view=download&alias=11074-rceb005-12-pdf&category_slug=junho-2012-pdf&Itemid=30192. Accessed on: sept 5, 2022.
CANDAU, Vera Maria Ferrão. Cultural differences, Interculturality, and Education in Human Rights. Education and Society Journal, Campinas, v. 33, n. 118, p. 235-250, 2012. DOI http://doi.org/10.1590/S0101-73302012000100015. Available at: https://www.scielo.br/j/es/a/QL9nWPmwbhP8B4QdN8yt5xg/. Accessed on: oct 30, 2024.
COELHO, Mauro Cezar. Education of Indigenous people in the Amazon in the 18th Century: a secular option. Brazilian Journal of the History of Education, Maringá, v. 8, n. 3, p. 96-118, 2008. Available at: https://periodicos.uem.br/ojs/index.php/rbhe/article/view/40815. Accessed on: oct 29, 2024.
FERREIRA, Mariana Kawal Leal. Indigenous school education: a critical diagnosis of the situation in Brazil. In: SILVA, Aracy Lopes; FERREIRA, Mariana Kawal Leal (eds.). Anthropology, History, and Education: the indigenous question and the school. São Paulo: Global, 2001. p. 71-111
FERNANDES, Roseli de Fátima. Kyitatêjê School Education: new paths for learning and teaching. 2010. Dissertation (Master's in Law) – Federal University of Pará, Belém, 2010. Available at: https://www.repositorio.ufpa.br/jspui/handle/2011/6449. Accessed on: oct. 29, 2024.
LIMA, Maria do Socorro Lacerda. The “return path” experienced by the Juruna of the Boa Vista village. Dissertation (Master's in Social Sciences) – Federal University of Pará, Belém, 2009. Available at: http://www.dominiopublico.gov.br/pesquisa/DetalheObraForm.do?select_action=&co_obra=195486. Accessed on: oct. 29, 2024.
MELIÁ, Bartolomeu. Indigenous education in the school. Caderno Cedes, Campinas, vol. 19, no. 49, pp. 11-17, 1999. DOI: http://doi.org/10.1590/S0101-32621999000200002. Available at: http://www.scielo.br/pdf/%0D/ccedes/v19n49/a02v1949.pdf. Accessed on: feb. 7, 2022.
NASCIMENTO, Raimundo Nonato Ferreira. Interculturality and indigenous school education in Roraima: from standardization to everyday practice. 2014. Thesis (Doctorate in Anthropology) – Federal University of Pernambuco, Recife, 2014. Available at: https://repositorio.ufpe.br/handle/123456789/12066. Accessed on: oct. 30, 2024.
OLIVEIRA, João Pacheco. An ethnology of "mixed Indians"? colonial situation, territoriality, and cultural flows. Maná, Rio de Janeiro, v. 4, n. 1, p. 47-77, 1998. DOI: http://doi.org/10.1590/S0104-93131998000100003. Available at: http://www.scielo.br/scielo.php?script=sci_arttext&pid=S0104-93131998000100003. Accessed on: sept. 18, 2022.
OLIVEIRA, Roberto Cardoso. Identity, ethnicity, and social structure. São Paulo: Pioneira Editora, 1976.
PARENTE, Francilene de Aguiar. “They are Indigenous and so are we”: belongings and ethnic identities among Xypaia and Kuruaya in Altamira/Pará. 2016. Thesis (Doctorate in Anthropology) – Federal University of Pará, Belém, 2016. Available at: https://ppga.propesp.ufpa.br/ARQUIVOS/teses2016/Tese%20final%20Francilene.pdf. Accessed on: oct. 30, 2024.
SILVA, Aracy Lopes. Indigenous education among intercultural and multidisciplinary dialogues: introduction. São Paulo: Global, 2001.
TASSINARI, Antonella Maria Imperatriz. Indigenous school: new theoretical horizons, new educational frontiers. In: SILVA, Aracy Lopes; FERREIRA, Mariana Kawal Leal (org.). Anthropology, History, and Education: the indigenous question and the school. São Paulo: Global, 2001. p. 44-70
VEIGA, I. P. A. (org.). Political-Pedagogical Project of the School: a possible construction. 28th ed. Campinas: Papirus, 2010.
WOODWARD, Kathryn. Identity and difference: a theoretical and conceptual introduction. In: SILVA, Tomaz Tadeu (org.). Identity and difference: the perspective of cultural studies. Petrópolis: Vozes, 2000.
Programa de Pós-Graduação em Antropologia (PPGA), Universidade Federal do Pará, Belém, Pará, 2016.
SILVA, Aracy Lopes da. A educação indígena entre diálogos interculturais e multidisciplinares. In: Antropologia, História e Educação: a questão indígena e a escola. São Paulo: Global, 2001.
TASSINARI, Antonella Maria Imperatriz. Escola indígena: novos horizontes teóricos, novas fronteiras de educação. In: Antropologia, História e Educação: a questão indígena e a escola. São Paulo: Global, 2001, p. 44-70.
VEIGA, I. P. A. (org.). Projeto Político-Pedagógico da Escola: Uma construção possível. 28ª Ed. Campinas/SP: Papirus, 2010.
WOODWARD, Kathryn. Identidade e diferença: uma introdução teórica e conceitual. In: Identidade e diferença: A perspectiva dos estudos culturais. Petrópolis: Vozes, 2000.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Revista Educação e Políticas em Debate
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
