Um olhar para a preservação da cultura e identidade indígena na escola Vera Tupã, região sudoeste do Paraná

Abstract

It is known that the Indians have left and still leave a great legacy for the culture of Brazilian society. For many years the indigenous population was dominated by the colonizers and forced to adapt to a new culture, which led to an erasure of their culture and identity. After years of struggle, they were able to have their rights recognized, rights that can rescue and revalue the culture of these peoples, allowing them to retake their identity and ethnic principles. However, resources are sought so all this cultural heritage is not lost and remains alive in the Brazilian society. Therefore, the main objective of this work is to study how aspects related to indigenous culture and identity are preserved in a public school system located on the indigenous land of Mangueirinha, in the city of Chopinzinho, southwest of Paraná. To do so, the laws proposed in the documents governing education for this public are analyzed, such as: the Political Pedagogical Project, the School Rules and other documents related to the subject. Information was collected (based on previously established criteria) during school visits, as well as during class observation and conversations with teachers. The methodology used for the research was qualitative and exploratory, relying on a bibliographical analysis of the main documents that guide the indigenous educational system, such as the Federal Constitution of 1988, the Law of Guidelines and Bases and the National Curricular Framework for Indigenous Schools, and based on the theories of Silva and Costa (2018), Del Priore and Venâncio (2010) and Moreira and Candau (2008), a side from the discussion based on collected information. Based on the data collected and theoretical analysis, it was possible to observe the school's interest in preserving the values of the culture and the identity of the indigenous peoples. However, through observations and conversations, it is interpreted that in order to develop this whole process of revitalization, the school needs the collaboration of the community and the people involved with the educational planning.