Banca de DEFESA: VANESSA RODRIGUES DOS SANTOS

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
DISCENTE : VANESSA RODRIGUES DOS SANTOS
DATA : 30/10/2020
HORA: 14:00
LOCAL: sala virtual RNP/UFSB
TÍTULO:

“TERRITORY, INDIANITY AND (RE)EXISTENCE IN AN INDIGENOUS-DECOLONIAL SCHOOL PERSPECTIVE: KNOWLEDGE ORIGINATING AT TUPINAMBÁ AMOTARA COLLEGE -ALDEIA ITAPUÃ (OLIVENÇA - ILHÉUS/BA)

PALAVRAS-CHAVES:

Tupinambá de Olivença; Indigenous School Education; Territoriality; Indianity; Indigenous Decoloniality; (Re) Existence

PÁGINAS: 170
GRANDE ÁREA: Ciências Humanas
ÁREA: Educação
RESUMO:

This dissertation seeks to contribute to the struggle of my people (Tupinambá de Olivença - Ilhéus / Bahia) for rights, such as: Ethnic Recognition, Territorial Demarcation and Paulofrerian construction of Indigenous-Decolonial, Autonomous and Quality School Education. For this reason, the three parts that make up the present work dialogue and complement each other at all times: Descriptive Memorial, Intervention Project and Educational Products. Initially I narrate some of the memories of my original ancestry, as a resident of the Tupinambá de Olivença Indigenous Land and a participant in the struggle of my people. In this personal and collective experience of Indianity, I understood that working with Indigenous School Education would be fundamental to obtain rights. I then became an Indigenous Educator from academic training as a Geographer (UESB) and from the dense perspectives that emerged as conceptual inspirations arising from the decoloniality of knowledge presented by the Graduate Program in Teaching and Ethnic-Racial Relations at the Federal University of Southern Bahia. In addition to the experiences with my community, this training guided the activities described here as an Educator: at the Taba Jairy School Center of the Colégio Estadual Indígena Tupinambá de Olivença; Sergio Carneiro Municipal School; in Pedagogical Training with EJA I of the Ilhéus Department of Education; and the Tupinambá Amotara Indigenous State College of Aldeia Itapuã. The Intervention Project and the Educational Products presented in this dissertation resulted from this individual and collective journey, especially with the Tupinambá Amotara College of Aldeia Itapuã. So, I try to describe here the paths and paths taken in this proposal for the construction of Paulofrerian Education for IndigenousDecolonial Education in the traditional Territory of a People who have the ancestral and natural right to the Original Land denied by the Brazilian state and some local owners, resulting in countless conflicts. For this, some concepts were built and reconstructed from the strategies of experiencing and staying on the land, such as: territorialization, deterritorialization and reterritorialization; Indianity; paulofreriana construction of an indigenously decolonial and intercultural school education, starting from the original knowledge; (re) existence, resistance, resumption and leap-demarcation in the struggle for

MEMBROS DA BANCA:
Presidente - 066.250.508-57 - CARLOS JOSÉ FERREIRA DOS SANTOS - UESC
Interno - 1147950 - RAFAEL SIQUEIRA DE GUIMARAES
Externo à Instituição - CLEBER RODRIGO BRAGA DE OLIVEIRA - UNIFAP
Externo à Instituição - Flávia Cristina de Mello - UESC-BA
Externo à Instituição - Jules Batista Soares - UESC-BA