Revista Taka’a "No dicionário do Povo Indígena Mỹky, noroeste de MT, a palavra TAKA’A designa e define SABEDORIA. TAKA’A foi a palavra escolhida pelos Mỹky para identificarem o porquê e o para quê dessa revista acadêmica do Mestrado Indígena da UNEMAT, Barra do Bugres MT. Um espaço de temáticas indígenas e não-indígenas que abre horizontes para mais conhecimento e qualidade do saber. TAKA’A é uma proposta de estudo, de pesquisa e também, por coerência, a definição de um compromisso político. A ideia de criar a revista TAKA’A surgiu em 2020, abertura do ano centenário de Paulo Freire, com a pretensão de ser impulso para o “esperançar” da luta indígena por seus Territórios, seus Direitos, sua Cultura, seus Saberes ancestrais. Em cada aldeia e em cada comunidade indígena existem anciãos e anciãs, sábios e sábias que acumularam qualidade de saber. Não mero acúmulo de conhecimentos, mas experiência de vida. Tornam-se raiz de novas gerações abertas e atentas ao apelo de um conhecimento sempre mais coerente com a construção de um mundo novo! Que essa revista tão acertadamente denominada TAKA’A, abra caminhos e descortine horizontes de Saber e de SABEDORIA" (Povo Myky). A Revista Taka’a é um periódico anual, da Universidade do Estado de Mato Grosso - Unemat do campus universitário de Barra do Bugres-MT. Trata-se de um periódico interdisciplinar que contempla temáticas indígenas ligadas ao ensino nas áreas: educação, saúde, meio ambiente, línguas, artes, literaturas, ciências sociais, ciências matemáticas e da natureza. Aceita contribuições redigidas em português, espanhol e inglês. A revista terá, ainda, uma seção específica dedicada a textos escritos em línguas indígenas, que poderão diversificar-se em diferentes gêneros textuais. Todo o conteúdo publicado pela revista Taka’a é acessível gratuitamente e pode ser utilizado, desde que sejam respeitados os direitos autorais.
Todos os artigos publicados na Revista Taka’a estão disponíveis online e para livre acesso dos leitores, desde que sejam respeitados os direitos autorais
Learnings and Strategies of Resistance in the Coordination of Indigenous School Education at the Secretariat of Education in Tangará da Serra-MT
This article reflects on the role I assumed, as Haloti, an Indigenous teacher, in the Coordination of Indigenous School Education at the Municipal Secretariat of Education in Tangará da Serra. The objective is to present an experience rooted in community decision-making and active listening, particularly in the production of specific didactic support materials that contribute to the specific and intercultural education of the Haliti-Paresi students. For the development of this administrative work, we highlight that listening to the community and understanding their educational and training needs was paramount for carrying out training sessions with teachers. Thus, we relied on the collaboration of the State University of Mato Grosso (UNEMAT), via the Intercultural Indigenous Faculty, the Postgraduate Program in Teaching in an Intercultural Indigenous Context, and directly through the Center for Amerindian Languages (CLAM). It is important to emphasize that the administrative actions of this coordination office constitute a significant challenge, but also a path for Haliti-Paresi leadership in the construction of specific materials, as well as an act of resistance in being present and occupying a position within the secretariat. The aim is to serve Haliti policy, culture, and science, while simultaneously maintaining intercultural dialogue with other forms of knowledge. This, ultimately, means providing an education that meets the desires and needs of the Haliti-Paresi people.
Linguistic policies and language revitalization in border areas: theoretical perspectives and the case of the bésiro language
This article analyzes, from a theoretical and critical perspective, language policies aimed at the revitalization of minority languages, with a particular emphasis on the Bésɨro (Chiquitano) language, spoken by Monkoxi communities located between Brazil and Bolivia. The research is grounded in the contributions of scholars such as Calvet (2007), Haugen (1983), Fishman (1991), Spolsky (2004), Hamel (2013), Maher (2019), and other authors who discuss the sociopolitical, ideological, cultural, and historical dimensions of language policies and language planning. It is argued that the revitalization of languages in border areas strongly depends on policies articulated among the State, educational institutions, and local communities, as well as on a deep understanding of the power relations, identity, and sense of belonging involved in the use of minority languages. The study proposes a critical reflection on language policies in Latin America, highlighting the importance of implementing pluricentric, intercultural, inclusive, and sustainable policies, which are fundamental for strengthening and preserving regional linguistic diversity.
Between the body and the sacred: feminine spirituality and nursing care in indigenous mental health
The study analyses, through a bibliographic review, the relationship between spirituality, gender, and mental health within the Sateré-Mawé Indigenous communities (AMISM), emphasising nursing as an intercultural and humanised practice of care. Its objective is to investigate how spiritual knowledge and feminine cosmologies influence psychosocial balance, proposing an expanded perspective on mental health care. This bibliographic and qualitative research is grounded in anthropological and ethnographic frameworks, articulating spirituality as both a therapeutic and epistemological dimension of care. The interpretative analysis reveals that feminine spirituality operates as a structuring force for community cohesion and the preservation of collective emotional well-being, sustaining networks of solidarity and resistance amid historical and cultural tensions. The results indicate that nursing, when engaging in dialogue with traditional knowledge, broadens its ethical, epistemological, and political roles, becoming a mediator between science and ancestry. The study reaffirms that recognising spirituality as a constitutive element of mental health enables more sensitive and integrative psychosocial practices, contributing to the humanisation of care and the valorisation of Indigenous epistemologies. It concludes that spirituality, when understood as a therapeutic and cultural language, redefines the role of nursing by promoting a model of care that respects the symbolic territory of Indigenous women and strengthens the bonds between body, faith, and community.
The representation of the non-indigenous in Parahiteri myths
This article analyzes the mythical narratives of the Yanomami Parahiteri group, focusing on how interethnic contact is incorporated and reinterpreted within their stories. Using a qualitative, bibliographic approach, the study examines thirteen myths recorded in bilingual publications authored by indigenous people, identifying the presence of foreign objects, practices, and characters, such as tools, diseases, and the figure of the napë. The analysis shows that these insertions do not undermine the Parahiteri cosmogony but rather reinforce it, allowing narrators to critique violence, illnesses, and non-indigenous ways of life. By transforming contact into mythical material, the Parahiteri reaffirm myth as a space of memory, symbolic resistance, and cultural renewal. It is therefore evident that these narratives reveal both the vitality of indigenous oral tradition and its political function in identity reaffirmation in the face of external pressures.
The power of tradition in the voices and hands of Kariri-Xocó women: ceramics as indigenous epistemology
This article presents an account of experiences with the Kariri-Xocó potters, indigenous ceramists from Porto Real do Colégio (AL), whose hands shape not only pots, but also memories, affections, and ways of life. The writing emerges from a course in the Graduate Program in Cultural Criticism at UNEB, Campus II, Alagoinhas, which encouraged a connection between personal experiences and ethnographic research. The text intertwines sensitive listening, observations, and reflections with ancestral knowledge transmitted orally and embodied in the practice of pottery, especially in the process of “clay cake,” a tradition that resists time and cultural homogenization. As an expression of resistance and continuity, the application of the Poteca methodology, an “oral library built with pots,” is proposed as an educational, playful, and political strategy capable of activating memories, valuing indigenous culture, and calling on new generations to reinvent tradition.
MYTHS, ANCESTRAL KNOWLEDGE, AND SCHOOLING: CULTURAL PARADOXES IN THE DAILY LIVES OF THE BÓE-BORORO PEOPLE OF CÓRREGO GRANDE VILLAGE
This essay reflects on the cultural paradoxes experienced by Indigenous peoples, specifically addressing the experiences of the Bóe-Bororo people of Córrego Grande Village, Tereza Cristina Indigenous Land, located in Santo Antônio de Leverger, Mato Grosso. Based on the origin myth and the current context of the education of Bóe-Bororo children, the article develops a reflection on the effects of cultural and linguistic exchanges on the daily lives of Indigenous peoples, in whose context unequal relationships threaten the permanence of ancestral myths and knowledge. In this scenario, the schooling of Indigenous children (even as a supposed affirmative inclusion project) introduces new cultural conflicts and reinforces old ones. In its concluding remarks, the article emphasizes that, despite all the mechanisms of domination against Indigenous cultures, they still manage to resist, as do the Bóe-Bororo in Mato Grosso.
Between ancestral knowledge and women's voices: interethnic dialogues and resistance by AMISM in urban Manaus
This research analyses the role of the Association of Sateré-Mawé Indigenous Women (AMISM) in the city of Manaus, focusing on cultural resistance practices led by Indigenous women in urban settings. It investigates how AMISM articulates ancestry, ethnicity, and gender as interdependent axes of territorial and political production within the exclusionary dynamics of urban space. The study aims to understand the strategies employed by the members to reaffirm their identities, reterritorialise cosmologies, and dispute narratives of belonging and citizenship. The investigation adopts a qualitative ethnographic approach, combining participant observation, semi-structured interviews, document analysis, and bibliographic review. The empirical material is analysed through analytical categories drawn from applied anthropology, intersectional studies, and Indigenous epistemologies. The observed practices reveal that the city does not operate as a space of rupture, but as a territory of symbolic re-existence, where the body, word, and memory are inscribed as political technologies. The association functions as a cosmopolitical device for listening, care, and visibility, organising solidarity networks that sustain Indigenous presence in urbanity. The protagonism of the Sateré-Mawé women demonstrates that resistance occurs not only through institutional confrontation but also through everyday practices that combine traditional knowledge and political action. The research concludes that AMISM plays a key role in shaping an urban Indigenous citizenship, in which ancestry, care, and female agency intertwine as constituent forces of new ways of inhabiting the city.
VOCAL NASALIZATION IN THE EASTERN VARIETY OF THE PARAKANÃ LANGUAGE: RETENTION OR INNOVATION?
In this study, we investigated the presence of nasal vowels in final syllables in the eastern variety of the Parakanã language, which belongs to sub-branch IV of the Tupí-Guaraní linguistic family, of the Tupí stock (Rodrigues, 1984-1985; Rodrigues & Cabral, 2002). This variety is spoken exclusively by residents of the Parakanã Indigenous Land, located in the municipalities of Novo Repartimento and Itupiranga, in southeastern Pará. The presence of nasal vowels in this variety had not yet been identified in previous studies (Monserrat, 1990; Pimentel, 1991; Silva, 1999). In this article, we discuss the hypotheses about the presence of nasal vowels in the Parakanã variety under consideration, following methodological procedures of the Historical Comparative Method (Campbell, 2013; Kaufman, 1990; Hock, 1991), as well as using historical information about the migratory routes of the Parakanã people before the official contact with the Fundação dos Povos Indígenas (FUNAI). The hypothesis are: 1) the vowel nasality under discussion is a retention from a time when the Parakanã had not yet lost its vowel nasality; 2) the nasality identified here results from the proximity of the vowels preciding word final or silence; and 3) the nasality in question is defined as an innovation, either internal to the language or motivated by contact with other Tupí-Guaraní peoples such as the Araweté or Anambé (Thomason, 2007). The results obtained to date suggest that the nasality of some vowels in Eastern Parakanã is a recent phenomenon, resulting from external influences, and view by its speakers as a mark of identity. These findings are important for: 1) understanding the internal diversification of the language; 2) how Tupí-Guaraní languages are still chanching; and 3) the motivations of the changes, with significant implications for the standardization of Parakanã writing and for the linguistic identity of the speakers of this variety.
The Casa Borges Museum and the cultural heritage of the Balatiponé-Umutina people - Barra do Bugres, MT
This article deals with the relationship between the Casa Borges Museum (MuCB), a municipal institution in the city of Barra do Bugres, in the interior of the state of Mato Grosso, and the cultural heritage of the Balatiponé-Umutina, indigenous people from the upper Paraguay River region. Several cultural activities were carried out at MuCB with their curatorship and participation, which brought great knowledge about the history of these people who, at the beginning of the 20th century, were attacked and expelled from their territory, and who, almost a hundred years later, recovered part of their ancestral knowledge through bibliographical research and in the collection of the National Museum of Indigenous Peoples in Rio de Janeiro. The research carried out with teachers from the Julá Paré school, in the Umutina village, to perform the exhibitions contributed to important material, documented today on the Casa Borges Museum website.
Cuerpo-territorio y comunidad: Análisis documental de las propuestas epistemológicas del feminismo comunitario en Abya Yala
Este artículo presenta una investigación documental sobre las propuestas epistemológicas del feminismo comunitario en Abya Yala, entendido como un movimiento surgido de las experiencias y saberes ancestrales de las mujeres indígenas. El estudio analiza los diálogos entre teoría y praxis territorial desde una perspectiva decolonial, explorando cómo el feminismo comunitario ofrece una alternativa al feminismo hegemónico occidental a través de conceptos como complementariedad, cuerpo-territorio y buen vivir. La investigación examina las epistemologías de varias autoras indígenas a través del análisis de casos documentados que demuestran las luchas, resistencias y procesos de revitalización cultural. Los resultados muestran que el enfoque decolonial del feminismo comunitario no sólo enfrenta el eurocentrismo y la colonialidad del conocimiento, sino que propone una reconceptualización del feminismo a partir de las cosmovisiones indígenas, sus formas de organización comunitaria y su relación con el territorio. Esta transformación se fundamenta en el fortalecimiento de la autodeterminación de las mujeres indígenas y la recuperación de sus conocimientos ancestrales como base para la construcción de alternativas al patriarcado colonial-moderno.
Cultural resistance and linguistic innovation in Sateré-Mawé: a record of the neologisms for punctuation marks
This article aims to record the process of creating neologisms for punctuation marks in the Sateré-Mawé language. With the adoption of writing and the grammatization of indigenous languages, there is a need for new terms, such as the names of punctuation marks, which are now part of the cultural history of this people. The creation of this terminology was a strategy adopted by Mawé teachers and leaders to strengthen their language and culture. The process took place during the preparation of the pedagogical grammar Sateré-Mawé Pusu Ag͂kukag͂, authored by the teachers of this people. The aim of this report is to share this experience, offering young people and teachers who were not involved in the process the opportunity to learn about the initiative, as well as inspiring other indigenous peoples to value their languages, rejecting the imposition of dominant languages. We present the names created, the strategies used in their elaboration and the context that permeates this process of linguistic resistance.
THE CHALLENGES OF TEACHING PORTUGUESE GRAMMAR TO MẼBÊNGÔKRE/KAYAPÓ INDIGENOUS STUDENTS
Assuming that many indigenous students who access the university space face difficulties in communicating in Portuguese, the project that resulted in this work was developed with the aim of reducing these difficulties. With the target audience in mind, the chosen theory prioritized bibliographic materials of a grammatical nature to highlight the phenomena that occur in Brazilian Portuguese and, at times, compare them with the native language of the said audience. Working with the Portuguese language from grammatical aspects allowed us to teach indigenous students an approach to the language that is rarely explored and which even many non-indigenous students struggle to grasp. The comparison of phenomena between the two languages was also effective, as it enabled the students to recognize the differences and similarities in the phonetic, morphological, and syntactic structures of both languages. These activities will contribute to better-prepared students in the courses of Literature, Biology, and Forestry Engineering from the Institute of Xingu Studies of the Federal University of South and Southeast Pará.
REFLECTIONS OF THE ASIE PROJECT IN APIAKÁ INDIGENOUS SCHOOL EDUCATION: CONNECTIONS IN RESEARCH
This article presents an excerpt and reflection from the master's research work of the stricto sensu postgraduate program in Teaching in an Intercultural Indigenous Context, at the State University of Mato Grosso-UNEMAT. The objective is to present a reflection on the interconnections existing in the training process and contributions of the Indigenous Knowledge Action in Schools-ASIE project. The article addresses a little of the history of the Apiaká people, who have historically suffered massacres and contact that led to disarticulation and disorganization. As a result, it took a lot of effort to organize ourselves again, one of the actions being the valorization of Apiaká pedagogy, in the Mayrob village, municipality of Juara-MT. The ASIE project is part of a training that brought constructions to the literacy process, in specific, intercultural and differentiated indigenous school education and in the development of the master's research.
CHIQUITANO SPIRITUALITY AND THE PERSISTENCE OF THEIR RELIGIOUS PRACTICES: AN INTERCULTURAL DIALOG
We Chiquitano live our spirituality with conviction; it is something that is part of the life and culture of the people. The aim of this text is to provide some insight into how spirituality is understood and experienced in the Vila Nova Barbecho village. The methodology used to produce this text was the narrative method, in which I report on the experiences of religiosity and religion of the Chiquitano people of Vila Nova Barbecho village, in the municipality of Porto Esperidião-MT. We understand that interculturality has been experienced within the aspects of religiosity/religion within the community with expressions of culture, ancestry and the influences of the Catholic Church, which has now been re-signified as a space for cultural expression of the Chiquitano people, even though we follow the liturgical calendar. We understand that Tuparch is everywhere, in Mother Earth, in the Territory and dialogues with the owners of the forest and the river. Therefore, intercultural and interreligious dialog has been constitutive in the ways of feeling the cosmos with the Chiquitano heart.
SOCIOLINGUISTIC SITUATION OF COMMUNITIES OF THE NAKADO'TU-NEGAROTÊ PEOPLE
In this article, I intend to report on the situation of the mother tongue in Nakado'tu-Negarotê communities, including the problems faced in maintaining it. The difficulties faced are so that the language remains alive and resilient for future generations of my people. My aim is to present the situation in which the language is used in our daily lives and how it is taught at school. The methodology is qualitative and the research was carried out through interviews with the traditional speakers, Renato Negarotê and Maria Negarotê. The research was carried out in 2024 in the Vale do Guaporé Indigenous Territory and involved the following villages: central Jacaré village, Jacaré linha I village, Tumandu village, Mahalotiru village, Renato's village and Murici/ Rio Piolho village. Based on the research, I was able to observe that the Nakado'tu language is still alive in the communities that were surveyed, however, the Mamaindê language is also present in this space, as well as the Portuguese language, which is very worrying.
THE APIAKÁ ROWING AT LEONARDO KRIXI APIAKÁ SCHOOL
This article presents a culturally enriching educational activity carried out with students from the Leonardo Crixi Apiaká State School, in the Apiaká Kayabi Indigenous Land, in the municipality of Juara-MT, highlighting the work of high school students who carried out the traditional practice of making oars. The initiative provided a dialog between local cultural knowledge and the school curriculum, promoting an inclusive and decolonial approach in the school routine. By involving elders and community leaders, the activity provided a platform for intergenerational knowledge exchange and cultural preservation. The students not only learned practical handicraft skills, but also gained a deeper understanding of their cultural heritage and the importance of traditional practices.
SOCIOLINGUISTIC REALITY OF THE CHIQUITAN PEOPLE OF VILA NOVA BARBECHO VILLAGE
This article deals with the sociolinguistic situation of the Chiquitano language in the village of Vila Nova Barbecho. The school is very important in the resumption of culture and language, as the partnership between the community, teachers and elders contributes to strengthening cultural and linguistic practices in the community and at school. The objective of this article is to discuss the situation of the language in the village and what actions can be developed to restore the language. The research methodology is qualitative and field-based. The investigation was carried out through a questionnaire and interviews with elders, parents, students and other people in the community. The results indicate that there are three elders who know the language, and when these elders meet or gather on a traditional festival day, they speak in the Chiquitano language, and this revitalizes our language and cultural knowledge.
Revitalization of the Chiquitano Language
RITUAL SONGS AS A MEANS OF STRENGTHENING APYÃWA LANGUAGE AND CULTURE
In this paper, we present research in the field of Apyãwa mother tongue teaching, which focuses on Apyãwa ritual songs. Our desire is to contribute to strengthening and maintaining our mother tongue in our villages, through the school, which plays a very important role in working with the written modality of the language. In this sense, this research is very important in the current context of our people, since the songs are elements made up exclusively of the riches of our ancestral language. The methodology of my work consists primarily of listening to the knowledge of indigenous consultants, such as Apyãwa elders, and through bibliographical research. As this is a research looking at the teaching and strengthening of the language, our focus is on pedagogical action, in accordance with our school's curriculum proposal, present in the Pedagogical Political Project-PPP. Pedagogical action is the essential basis for the didactic-methodological path, during which we move the entire teaching-learning process towards ritual songs, working on reading and written production. Another purpose of the work is aimed at empowering our language policy in the community, to generate more sources of ancestral knowledge to improve and enrich the pedagogical practice of Apyãwana teachers, as well as the effective training of students. For this reason, we also emphasize that the production of materials on this subject is extremely important for the teaching of mother tongue in Apyãwa village schools. Therefore, this work is very relevant, in the sense of strengthening our culture and the policy of valuing the Apyãwa language, both in the context of Apyãwa education and in the context of Apyãwa school education.
THE NAKADO'TU LANGUAGE IN EVERYDAY VILLAGE LIFE AND IN THE SCHOOL CONTEXT
This article presents the sociolinguistic situation of the Nakado'tu-Negarotê people, focusing on the use of their mother tongue in the villages and in the Vale do Guaporé Indigenous Municipal School, located in the Central Negarotê village, within the Vale do Guaporé Indigenous Land, in the municipality of Comodoro-MT. It was produced as a requirement for the subject “Language Policies”, offered in the Professional Master's course of the postgraduate program in “Teaching in an Intercultural Indigenous Context” -PPGECII/UNEMAT. The main objective is to show how the Nakado'tu language is used, both in the communities and in the school environment. The research follows a qualitative approach, based on interviews with elders, leaders, teachers and young people, in order to understand the linguistic dynamics and challenges faced by the Nakado'tu people in the current context.
EXPERIENCES IN IMPLEMENTING INDIGENOUS LIBRARIES IN MARANHÃO THROUGH EXTENSION PROJECTS AT IFMA CAMPUS BARRA DO CORDA
This article analyzes two experiences of library extension projects in indigenous communities in Maranhão, carried out with the support of IFMA Campus Barra do Corda: the Guajajara School Library and the Ramkokamekrá-Canela Library. Drawing on a theoretical discussion about the role of libraries as cultural apparatus and their indigenization, the text highlights the importance of integrating these spaces into the cultural, educational, and informational dynamics of the communities, contributing to the management of social memory, the valorization of traditions, and the strengthening of indigenous autonomy. In the Três Irmãos Village, the Guajajara School Library was conceived as a school project, structured to meet the educational needs of the community. The Canela Library, in the Escalvado Village, emerged as a community demand and was developed in dialogue with indigenous leadership, resulting in community management integrated into the local context. This process also led to the creation of the Canela Indigenous Cultural Association and the planning of an indigenous museum. The experiences highlight that library projects in indigenous contexts require planning focused on sustainability and continuity, considering community interests. Sharing these experiences enriches the scientific literature and provides practical and theoretical insights for the reflection and implementation of intercultural libraries.
Teaching the Akwẽ - xerente language at the Municipal School Professor Constantino Pedro de Castro, in Tocantínia, state of Tocantins
This article represents the final project for the undergraduate course in Pedagogy, carried out at the Miracema do Tocantins campus. Its main objective is to investigate how the culture of the Xerente indigenous people, who live in the municipality, is addressed in the teaching-learning process of the Akwẽ Xerente language in urban municipal schools. The research has a theoretical, analytical and descriptive character, based on bibliographic studies by Collet et al (2014), Baniwa (2006), documents and field experiences. The aim was to analyze, through supervised internships, how the mother tongue of the Xerente people is being taught in the classroom at the Professor Constantino Pedro de Castro Municipal School, in addition to presenting relevant data on municipal educativo.
Apresentação da primeira Edição da Revista Taka'a
Schools in the territory akwẽ-Xerente, in Tocantínia, Tocantins
This article's central objective is to carry out a diagnosis of schools and enrollments based on data on indigenous school education in the akwẽ-Xerente territory (Xerente and Funil Indigenous Lands), in the municipality of Tocantínia, State of Tocantins, in the year 2023. This article's central objective is to carry out a diagnosis of schools and enrollments based on data on indigenous school education in the akwẽ-Xerente territory (Xerente and Funil Indigenous Lands), in the municipality of Tocantínia, State of Tocantins, in the year 2023. To this end, the question is: What is the reality of indigenous school education in the Akwẽ-Xerente Territory, in 2023? The research is theoretical-descriptive-analytical and is based on documentary research, bibliographical, descriptive research, following a qualitative-quantitative approach. It is possible to notice that some issues related to the structural and didactic-pedagogical conditions of offering school education in the Xerente and Funil Territory, similar to the 2015 diagnosis, prepared by professors Ferreira and Morais Neto (2016) remain: school infrastructure lacks maintenance in both the ‘buildings’; as for scrapped or missing permanent materials, lack of continued training for teachers, lack of teaching and pedagogical material, among others; although the number of schools increased from 2015, from 31 (thirty-one) to 44 (forty-four) and the ‘Centro de Ensino Médio Xerente – CEMIX’, in 2023, many problems are the same.
Traditional leadership Haliti Paresi: What João Arrezomãe taught us about intercultural education
The Haliti people, traditional inhabitants of the Brazilian Center-West, have their history marked by the arrival of colonizers who, little by little but aggressively, invade lands and seek to transform indigenous culture. In tireless work to defend his people and territory, João Arreomãe stood out as the great leader of his people and also of other Brazilian indigenous peoples, working in discussions and propositions that culminated in legislation guaranteeing indigenous rights. This work aims to give visibility to the teachings of the great leader Haliti Paresi, regarding the role of indigenous school education in Paresi villages in Tangará da Serra-MT in the sense of valuing ancestral culture. Based on interviews with the leader himself, with indigenous teachers, as well as with people who lived with João Arrezomãe, we sought to record what lessons he left behind for the functioning of school education in indigenous lands in order to value the traditional culture of its people. There is then a record of the value of the Haliti Paresi cultural tradition as part of routine and school activities in order to leave to future generations the importance of valuing the ancestral roots of our people.
Trajectory of a student from the Balatiponé
This text is a fragment of the reflections that I brought in the memorial to enter the Master's Degree in Indigenous Intercultural Education and which was part of the first chapter of the dissertation. This is participatory research as these reflections take place in the school where we work and develop teaching and research practice. It is a text that is justified by the need for schools to change their pedagogical practices to accommodate their students. The Balatiponé-Umutina people over the years have faced several processes of colonial education, so decolonial education is urgent.
Traditional plantation as a policy to strengthen the Apyãwa language
In this article, we present a piece of research carried out during the period of one of the courses in the Postgraduate Program in “Teaching in an Intercultural Indigenous Context” - PPGECII/UNEMAT, whose theme is the traditional Apyãwa farm. We also wanted to contribute to strengthening and maintaining this knowledge in our villages, through the school, which plays a very important role in working with the written modality of knowledge. The choice to work on this topic was also due to the fact that our schools have very few specific authorial didactic productions about our traditional knowledge. The methodology of the work is composed, firstly, of research with the elders, in order to deepen the study of the subject. Then we moved on to pedagogical work at the school, which was mediated by me throughout the teaching and learning process focused on the traditional Apyãwa farm, working on written production. Another purpose of this work was to improve my pedagogical practice as a teacher, so that I can have the serenity to work on traditional Apyãwa knowledge with my students. We want to emphasize that the production of materials on this topic was very relevant for the schools in the Apyãwa villages. Our culture is alive and kicking, resisting the presence of Western culture. And even though our culture is strong, this Western presence is a very worrying issue in the community, since it interferes with the functioning of our Apyãwa culture.
Between roads and trails that lead us to find indigenous peoples
In this text we report two experiments with distinct indigenous peoples in April 2015. The first was the participation in the event called Indigenous Intercultural Week Terena of Mato Grosso, on which had the participation of the Terena people, Kayapo and Panará; the second was to hold a workshop on indigenous rights, held in the village Teles Pires, the Munduruku people where people participated: Apiaká, Kaiaby, Munduruku and Rikbastsa. These were of reflection and learning moments, allowing the participation and the right to express their opinions in the group.
CONNECTING ROOTS: THE IMPORTANCE OF THE ‘INDIGENOUS KNOWLEDGE ACTION’ PROJECT IN THE SCHOOL CURRICULUM
This article is part of the research for the master's thesis, developed in the Sctrito Sensu Postgraduate Program, Professional Master's Degree, in “Teaching in an Intercultural Indigenous Context” at the State University of Mato Grosso, and deals with the ethnomathematics present in the traditional agriculture of Balatiponé-Umutina people. The objective is to present an experience lived in research at the Jula Paré school on traditional farming, as it is a topic worked on at the school as pedagogical content since 2016, therefore, it is part of the school curriculum. The research is of a qualitative and participatory nature, developed collaboratively with school students, with other people from the community, in addition to interviews with some elders, who have knowledge about the traditional agriculture. As for the theoretical framework, we spoke with authors who deal with the theme of this work, such as D'ambrósio, Beltz, Ribeiro, among others, and also read the National Curriculum Reference for indigenous schools-RCNEI, an important document that addresses indigenous school education, in general. This work is part of the cultural educational policy of the Balatiponé people in making the school intercultural and specific and also with learning from ethnomathematics. It was a pedagogical experience that allowed relationships to be established between empirical knowledge and mathematical and ethnomathematical concepts, and which also resulted in an educational product for students in the initial years of the Jula Paré State School.