Omágua: a arte, expressão corporal e pintura indígena Kambeba - uma experiência pedagógica em dança para o ensino de arte no município de São Paulo de Olivença – AM

Abstract

This research is part of the research line "Teaching, Learning and Creation Process in Arts" of the Professional Master's Program in Arts – Profartes of the Federal University of Amazonas (UFAM) in partnership with the State University of Amazonas (UEA). It presents a pedagogical proposal for arts education based on an intra-arts creation process called "Omágua," which was inspired by the Kambeba culture, developed in a public school in the municipality of São Paulo de Olivença, in the state of Amazonas, with the objective of understanding how indigenous dance and body painting can contribute to a process of creative arts pedagogies, strengthening the ethnic identity of indigenous students and promoting dialogue between traditional knowledge and formal education. The methodology used was action research and CASA (Passos, 2024), with qualitative approaches, allowing the active participation of the school community, indigenous leaders, and students in the planning and execution of activities, as well as activating a process of self-recognition in the researcher and research participants. The activities involved: experiencing traditional dance led by a Kambeba leader, discussion circles with students, body painting practices, and the production of educational materials inspired by local culture. The results indicate that the inclusion of indigenous cultural practices in daily school life strengthens the sense of belonging, increases student engagement, and contributes to the construction of a curriculum more sensitive to cultural diversity. Furthermore, a positive impact was observed in teacher training, with greater openness to intercultural listening and the valuing of other epistemologies. It is concluded that art, when understood as an expression of identities and resistance, has the potential to transform the school into a space of recognition, inclusion, and appreciation of diversity. The reported experience points to paths for an education committed to the rights of indigenous peoples and to the construction of fairer, more creative pedagogical practices rooted in the sociocultural realities of the subjects. Keywords: Dance Education; Intraarts; Intercultural; Kambeba People; Body Painting.Ynua Kamata ynua üaki inimü kamata “Üata küa, kanata uarikia musurakari” Zana Üika ariua musurakari – Profartes Üka Ipirina Iümata Paranã Üasú (UFAM) ariua püa müki Üka Ipirina Iamana Paranã Üasú (UEA). Kua uimi kamata ipirina ytá ikua musurakari tïkita ariua uimi uata sinitura intraartes inerera “Ümágua²”, maritipa mira ipuraki pürati (Ü’Awa - Povo da água – Kambeba), iauki amuranê Üka ipirina Kakuirï Tawa’ Ü’, Iamana Paranã Üasú, muki iumata kua maniatipa iapürasay musurakari suï mantchü ipuraki iunukata ariua uipi üata küa kana musurakari ytá, sinitura uika mantchü kurümï asú ipirina ipuraki kumüera saki kanata tüê ipirina pürati. Kumata iauki ikuati kamata – eneüma üka (Passos, 2024), muki kamata eunü, akï ipuraki üpaka kakuirï üka ipirina, zana mantchü kurümï asú ipirina tsenü ipuraki kamata ytá, katü maniatipa penï amuranê üata ikua ta kamata – apügawa tüera kümata. Ipura akï: iauki apürasay tüê iapuraki amüranê zana (Ü’Awa - Povo da água – Kambeba- cabeça chata), ya pa kumüera kurümï asú ipirina, kümata musurakari suï kamata ikua irapaka kantari kakuirï Tawa – Ü. Kümata kümuera ipuraki uata tüê mantchü küema ipirina üka uïka ynua kana, êguate kümata kurümï asú ipirina ipuraki süpi tikita currículo ytá saku apurasay tüê. Mira, umai amuranê tiïukï katü kümata ipirina, muki asú yaiuesema tsenü iapitika, ytá rura takapi epistemologias. Tchana maritipa musurakari, kua maniatipa aiuka, imiti kanhüti ianukataï ipirina üka amuranê iumata kua purara uatima segatü. Kamata ytá kumuera ianukatai küara supi amuranê ipirina katü tikita muki ytá iumata matchü ytá muki kamata ipirina ytá ikua, uïka müra sakü tüê awa ytá.