Articulando e Construindo Saberes

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

Antonio Luiz Wa’awẽ Xavante — Wed, 26 Feb 2025 00:00:00 -0300

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.

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

Geovane Simnãkrã Pereira Xerente — Wed, 26 Feb 2025 00:00:00 -0300

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.

Participatory research for the diagnosis of intercultural teaching materials for indigenous peoples in southern Paraguay

Mon, 10 Mar 2025 00:00:00 -0300

This work presents the results of an analysis of materials used for pedagogical purposes in the context of indigenous communities in Itapúa, Paraguay. The aim of this study is to contribute to studies on decolonial pedagogy and critical intercultural perspectives. The methodology employed included a bibliographic review of educational materials, ethnographic observation, and testimonies from individuals involved in the educational processes of the Mbyá and Maká communities. The educational resources predominantly reflect a decontextualized approach, are written in hegemonic languages, are grounded in logocentrism, and utilize methodologies imposed from outside the indigenous cosmovisions.

Distant territories, shared cultures

Joaquín Peña-Piña, Leonardo Ernesto Márquez Mireles — Wed, 26 Feb 2025 00:00:00 -0300

Through the intercultural model, we seek to conceive the community from a territorial approach, focusing on the milpa production system, which is based on the Mexican agricultural model that is characterized by having adapted to the environmental conditions of a given place over time. The cultivation of the milpa has a great significance for indigenous communities, being a complex system where social, spiritual, religious, cosmogonic and agricultural elements are articulated, forming a set of values and identity. The objective of this work is to comparatively analyze the traditional milpa in two ethnic groups of Mayan origin, Teenek and Tseltal, to show their sociocultural similarities and differences, within the framework of interculturality, sustainability, and biocultural heritage. For this purpose, qualitative and participatory techniques were used, through interviews, workshops, and interpretative analysis in the two indigenous groups.