Learning acquired during my five years of study at UFG and in the Xerente Indigenous Land

5 nã wahum nã ro ĩt kawaihkuze wanĩm romkmãdkâ wa kãtô ktâwankõ nĩm romkmãdkâ wa rowahtuzem wa

Authors

  • Geovane Simnãkrã Pereira Xerente Universidade Federal de Goiás (UFG). Goiânia, Goiás, Brazil, geovanepereiraxerente@gmail.com

DOI:

https://doi.org/10.5216/racs.v8.72305

Keywords:

internships, indigenous schooling, Akwẽ people

Abstract

In this article, I report on the five internships I did as part of my training in Intercultural Education at the Takinahakỹ Center for Indigenous Higher Education at the Federal University of Goiás. The five topics I worked on were in line with the situation of my Akwẽ people, and so I chose some contextual topics to work on in the classroom and in the field. I worked on the following topics. In the first internship, I worked on the topic “Traditional gaden”, in the second internship, the topic “The importance of water for the Akwẽ people”, in the third one, “Traditional medicine of the Akwẽ people”, in the fourth internship, the topic “Siknõ baskets”, and in the last and fifth internship, the topic “Material and immaterial cultural heritage”. All five of my internships took place at the Kâwahâzase Indigenous State School. For me and the students, all the internships were a great learning experience, both in the classroom and in the field.

 

Kãnmẽ Wazatô isiwasku ro ĩt kawaihku 5 nã estágio aimõ ĩtkrẽkta aimõ rowahtuzem wa kãtô rowi akbunĩ mba, aimõ Hêsuka zanãmrkwai aikte nõri me kãtô Akwẽ tâkãhã dazakrui wamhã nõrai mẽ, ponkwanẽ wahu matriz básica nã ĩwamtrẽ are mrẽpranẽ wahu, matriz específica nã ĩwamtrê, aimõ isimã itkmẽ nmĩstu to Ciências da Cultura wanĩm romkmãdkâ wa kãtô sromã nĩm romkmâdkâ wa ro ĩt kawaihku da are dure ĩt samãr waihku mnõ pibuma, tahã 5 estágios na ĩwamtrê tô kbure wat takãhã rowahtuze si Kâwahâzase wa ĩt kmã kraĩnĩsut dazakrui si Kâwahâzase (Recanto da Água Fria) wa. Smĩsi estágio ĩt kmãnã wi watô ĩpahi aimõ dawaikwa ĩt wasku pibuma Hêsuka zanãmr kwa ĩwanâhã nõrai ma siwakru ĩt kawasku zô, watô kbâ ĩpkẽ wa isisdanâr aimõ ĩt kmã kahõs psê mnõzô, to tasiwa adu rowahtu na inipi kõnmẽ, are Wazatô krĩnĩnãr ĩsimẽmhã ĩt sdanãr mãri ĩt waihku psê kõwa, are ĩnĩm rowahtukwai nõri Wazatô dure nẽsi sdanã, tô WhatsApp wam zemã, are dure sábado nãhã Rowahtukwa te dakrẽktõwa rowahtuze si UFG krikahâzawre – Goiânia wam hã wazatô nẽsi dure ĩnẽ rowahtukwa tê rowahturê ĩnt wapar pibumã, are wawanãhã Hêsuka zanãmr kwai nõri sipi tê wasku waza dure nẽsi wapa, kmãdâk, are tane hawi watô waihkupês ĩt kmãkahõs pês.

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Published

2025-02-25 — Updated on 2025-02-26

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How to Cite

XERENTE, Geovane Simnãkrã Pereira. Learning acquired during my five years of study at UFG and in the Xerente Indigenous Land: 5 nã wahum nã ro ĩt kawaihkuze wanĩm romkmãdkâ wa kãtô ktâwankõ nĩm romkmãdkâ wa rowahtuzem wa. Articulando e Construindo Saberes, Goiânia, v. 8, n. 1, p. e72305, 2025. DOI: 10.5216/racs.v8.72305. Disponível em: https://revistas.ufg.br/racs/article/view/72305. Acesso em: 5 dec. 2025.