SELF-CONSTRUCTION OF PATAXÓ HÃHÃHÃE SCHOOL EDUCATION AND ITS WAY OF TEACHING: Territory, Indianity, Ethno-Mathematics and
(Re)Existence
Pataxó Hãhãhãe, Indigenous School Education, Territory, (Re)existence, Escrevivência, Ethnomathematics, Decoloniality
The present work is based on the principle that there is already a Pataxó
Hãhãhãe indigenous school education with its own ways of teaching. It also points out that
this process was/is a self-construction based on resistance, (re)existence and struggle for
the territory of this people of which I am part. Our community has lived/experiences a
continuous history of educational formation and reformulation in schools, originating in an
autonomous, community, differentiated, intercultural and decolonial way, creating their own
educational collections. My trajectory (individual, family and collective) presented here, as
well as that of the indigenous people who constitute that community, is confused with this
daily history also marked by the violence of those who are against our rights. For this
reason, I consider this dissertation an Educational Fruit (Product) resulting from my
collective indigenous experiences as Pataxó Hãhãhãe. The idea here is to value the ways
in which my people have been leading their lives and indigenous school education,
contributing with ways to structure pedagogical and didactic supports that value our
identity, ancestry, culture, struggle and way of teaching. It is worth remembering that the
present work was carried out during the covid-19 pandemic. His writing will continue in my
daily experiences as Pataxó Hãhãhã and in the community where I live the struggle for
rights, including: self-building an indigenously decolonial, community, autonomous,
intercultural and differentiated school education.