A educação escolar na aldeia Mata da Cafurna: um estudo sobre a construção da educação diferenciada entre os Xukuru-Kariri-AL

Abstract

The objective of this dissertation is to analyze how indigenous school education is built in the village Xukuru-Kariri Mata da Cafurna, highlighting the multiple interpretations of social actors in relation to the purpose of the indigenous school and how it is designed. From a procedural analysis, indigenous school education is understood in a process of construction by concrete social actors who interpret it from different experiences and trajectories with schooling, as well as with the knowledge of - and about - “tradition” giving it political uses and meanings ranging from cultural re-elaboration to its contributions to the formation of indigenous leaders. Seizing it in a procedural way, I do not use the laws that deal with indigenous school education (the LDB, CFB, PCN and Decree) as a parameter of an indigenous and differentiated school education, but rather to make a counterpoint between the idealized conditions in legal documents and the conditions placed on social actors for the development of differentiated education. The research was developed based on fieldwork, with an emphasis on narratives by indigenous teachers, indigenous school coordinators, indigenous school directors and indigenous leaders, the chiefs and one of the village shamans. The work aims to understand the variations in the development of differentiated education based on the trajectories of the social actors involved in this process, as well as the organizational principles that guide it.