Ações identitárias e práticas pedagógicas dos professores Manoki : vivências na Escola Indígena Lino Araxi Irantxe : Aldeia Caititu

Abstract

In this dissertation, our main objective is to investigate the actions that guide the pedagogical practices and, especially, to document the education and language strengthening policies adopted by the teachers of the Lino Araxi Irantxe Indigenous School, located in the Caititu village, in the Tirecatinga Indigenous Land, in Sapezal, in the state of Mato Grosso. Currently, the Irantxe language occupies only the school space and, thus, we saw the need to promote a reflection on the situation experienced by the teachers and students of the community. Methodologically, our investigation is framed as a qualitative research, in which we conducted a bibliographical survey about distinct aspects of the Irantxe people, such as: cultural, historical, linguistic, and social. Besides the theoretical and documental survey, we did a field research, with the purpose of collecting data through interviews and free observations in the village. For the presentation of the results, we established a dialogue between some legal aspects of indigenous school education, the teachers' training path, the school's Political Pedagogical Project, and the data obtained through the interviews. At the end, we have, as a result, a portrait of the indigenous school education policy adopted in the Caititu village; furthermore, we comment on the impact of the pandemic caused by covid-19 on current pedagogical practices.