E niha wawate rówaihu’u dza’ra: watsu’u da atsimiwai’u nã we i’mãdö’ödzém nã ahã we rómnhõré mõnõ ré hã aldeia Sangradouro ’remhã

Xavante pedagogy as an epistemic basis: an experience report as a student at the indigenous school in the village of Sangradouro (Mato Grosso, Brazil)

Abstract

The aim of this article is to present the introductory results of a study I am carrying out on Xavante pedagogy, as an epistemic basis for caring, guiding and advising, which is important for planning language teaching at school. This approach is supported by the National Education Guidelines and Bases Law, created in December 1996, which contains two chapters (78 and 79) on bilingual and intercultural education for indigenous people. In order to address this issue, I will present a brief account of my experiences as a student at the São José Sangradouro State Indigenous School, located in the village of Sangradouro, in an Indigenous Land of the Xavante people.

Ãhã itsihödö te tihöiba te i’mãnhãrĩ A’uwẽ te rówaihu’u nã hã, e niha te rówaihu tihöiba, ipibu nã wamhã, duré datsimã rówaihu’u nã wamhã, imõrĩ’rata uptabi te ’re höimãnã wamrémé nã rówatsu’u rómnhõrédzéb u hã. Ãhã te ’re höimãnã róti ’rudzahi iwatóbró hawi rómnhõré te hã a’amõ duré wahu (1996), duré mãparané itsihötö wa’õnõ te tihöiba (78 e 79) höimãnã da hã wate ãmã rómnhõrédza’ra mõnõ da waradzu mrémé nã duré a’uwẽ mrémé nã duré wahöimãnãdzém nã wamhã. Ãhã ta ite ró’mãdö, wadza ãmã rówatsu’u we ihöimãnã ré hã wahã rómnhõré’wai ré hã Escola Estadual Indígena São José Sangradouro, daró Tsõ’rehipãrĩ (Sangradouro) ãmãhã.