Memória, história e educação no contexto Xukuru-Kariri: do apagamento, resistência e ao neo-reconhecimento

Abstract

This study reflects on the Memory, History and Indigenous School Education of the XukuruKariri indigenous people located in the municipality of Palmeira dos Índios, in the Agreste region of Alagoas. Through ethnographic work, it was possible to elaborate oral records strongly marked by the claims for neo-recognition aiming at the demarcation of the territory, the conquest of the lands and the specific and differentiated indigenous school education thought of as diacritical signs that demarcate the ethnic borders (BARTH, 2011). Methodologically I worked with document analysis, especially from the Indian Museum2, systematic review of the literature in academic repositories with main focus on theses and dissertations, as well as field research to conduct interviews with leaders, teachers, coordinators and school managers. The work followed assumptions that sought to understand the social and historical relations of the Xukuru-Kariri indigenous people. The research conducted by Ferreira (2016), Silva Jr. (2007), Peixoto (2013) and Martins (1994) served as a source of theoretical reflections and historical contextualization. In the field of anthropology, I turned to researchers such as Barth (2011), Hannerz (1997) and Oliveira Filho (1998) as a way of thinking about the relations of ethnic borders, cultural flows, and the phenomenon of ethnicity.