Os sentidos das experiências universitárias para um grupo de mulheres indígenas egressas das licenciaturas do CLIND (Uneal): diálogos entre saberes “tradicionais” e saberes acadêmicos

Abstract

The general aim of this thesis was to analyze whether there are dialogues between “traditional” knowledge and academic knowledge in the CLIND (UNEAL) degree courses, as proposed by the program, based on the study of the meanings attributed to the formative experiences lived in the intercultural degree courses: Biological Sciences, History and Letters at CLIND (UNEAL), by four indigenous students who had graduated from the aforementioned degree courses. The specific objectives were: to study the historical context of the three indigenous peoples (the subjects participating in the research); to know and understand the experiences and so-called “traditional” knowledge of each indigenous people; to identify the dialogues between traditional knowledge and academic knowledge; to analyze the proposals of the indigenous women graduates regarding their experiences at university. We believe that CLIND's intercultural degrees, in the way they are proposed, contribute to dialogues between academic knowledge and “traditional” indigenous knowledge. Methodologically, this was a qualitative study which analyzed documents such as the Political Pedagogical Project of the Intercultural Indigenous Degree Course in Alagoas (PPC) from 2010, as well as bibliographical and (auto)biographical research, with the main focus being the analysis of interviews with four indigenous students who had graduated from UNEAL (CLIND), from three indigenous peoples (Wassu Cocal, Xukuru-Kariri and Koiupanká). These theoretical-methodological perspectives are articulated with the theory of the relationship with knowledge, in terms of the epistemic and identity relationship with the subjects' knowledge of the world and learning (Charlot, 1997; 2000; Reis, 2021). We also drew on the studies of Freire (1981; 1996) with regard to dialogicity in the horizontal relationship between humans, where dialogue is at the heart of the process and a fundamental condition for real humanization that revolutionizes and liberates. This research identified that the narratives analyzed constituted a rich material, in which the following components were highlighted: the relationship with the indigenous people and the university, identity, experiences, the contribution of CLIND in the process of self-affirmation of the participants, as indigenous women and teachers. The results showed that UNEAL, through CLIND, has broadened the dialog between the curriculum of the Intercultural Indigenous Degree courses and the “traditional” knowledge of the women from indigenous peoples who took part in this research. The narratives analyzed show that the articulations and resignifications of knowledge contribute positively to strengthening these women's references, as well as expanding their repertoire of training and preparation for teaching in indigenous schools. It also identified the perspective of training for the community, for indigenous peoples, teaching training in indigenous schools, as “traditional” knowledge that the women articulate when they refer to university training. The study also pointed out that they demand postgraduate courses with the same principles as CLIND; that UNEAL should have more dialogue between indigenous intercultural courses and non-indigenous courses, in order to overcome the prejudices they experience. It is therefore essential that university studies take a sensitive and transcomponent curricular look at sociocultural diversity, in other words, broaden the mediation of academic knowledge with knowledge and thus drive new questions on the subject of this study.