Sateré-Mawé: desafios de lideranças e professores na construção da educação escolar indígena na aldeia de Ponta Alegre, município de Barreirinha/AM

Abstract

The thesis has as its theme the “challenges of Sateré-Mawé leaders and teachers in the construction of indigenous school education in the village of Ponta Alegre, municipality of Barreirinha/AM”. The study took place in the indigenous village of Ponta Alegre on the Andirá River, in the Andirá/Marau territory, in the municipality of Barreirinha/AM. The study took place in the indigenous village of Ponta Alegre on the Andirá River, in the Andirá/Marau territory, in the municipality of Barreirinha/AM. The objective was to investigate the contributions of the leaders and teachers of the Sateré-Mawé school in the state of Amazonas, who came from indigenous teacher training programs for the implementation of intercultural and decolonizing school education. The research used a qualitative approach and participant observation techniques, semi-structured interviews and field diary for a dense and detailed ethnographic description of the Sateré-Mawé educational context. In this context, the thesis showed the influence of “Waraná”, considered the first tuxaua by the Sateré-Mawé people themselves, the first leader, the symbolic leader waraná (guaraná), synonymous with “word”, “understanding”, “comprehension”, “dialogue”, the very principle of knowledge that underpins the sapó ritual, which is part of indigenous education, being the cement that unites the Sateré-Mawé collective and the disparate clans, whose decisions and responses, personal and collective, of the leaders and teachers of this new generation are supported by the principle of knowledge coming from “waraná”, who created the sapó ritual, as one of the ancestral strategies of effective communication, as well as the porantim, the mother-mother dance, with the objective of valuing the culture and learning of the people. Therefore, we conclude that the challenges faced by the indigenous leaders and teachers of the Sateré-Mawé people, in addition to formative education, also involve valuing the culture, their experiences and their traditional knowledge through the village school, and thus consolidating a truly indigenous school that values indigenous teaching and Sateré-Mawé indigenous school education. Therefore, we conclude that the challenges faced by the indigenous leaders and teachers of the Sateré Mawé people, in addition to formative education, also involve valuing the culture, their experiences and their traditional knowledge through the village school, and thus consolidating a truly indigenous school that values indigenous teaching and Sateré-Mawé indigenous school education.