Seminário, Educativo
II Art, Education and Culture Seminar
18 to 20 April 2023
With the theme Beyond School: Indigenous Paths of Art Education, the CCVM will hold the II Art, Education and Culture Seminar from April 18 to 20.
The purpose of the seminar is to promote the public meeting with indigenous and non-indigenous educators and researchers to discuss how art education projects have been conducted by different indigenous peoples in the territories. It will be an opportunity to exchange experiences and modes specific to each community of teaching and learning.
Teachers from different ethnicities will be present, such as Awa Guajá (MA), Gavião Pykobjê (MA), Guarani Mbya (SP), Kaingang (SC), Mehin Krahô (TO), Yudja Juruna (MT), PanhiApinajé (TO), Tentenhar-Guajajara (MA) and Tikmuñ’uñ_Maxakali (MG), sharing experiences that show that knowledge is built far beyond the school space, through stories, songs, paintings and by living together in the village, in the forest, in prayer houses, etc.
The seminar is curated by Flávia Berto, PhD in Linguistics, who carries out research in the areas of language description and analysis, linguistic documentation, indigenous school education, and language policy. She is a registered teacher from SEDUC-MA and provides pedagogical support to Awa Guajá indigenous teachers from the Caru Indigenous Territory, in Maranhão.
“The program was designed to be the moment to discover more autonomous and creative paths in the conduct of educational processes. Through the (re) knowledge of linguistic and cultural diversity, present in the ways of existing and resisting indigenous peoples, we understand that education is a process that takes place beyond school and, often, despite it,” says Flávia.
Discover the schedule:
April 18
14:00 to 17:00
Workshop School education and the struggle for territory: building a walking school
Aline Jaxuca Adam and Valcenir Karai Tibes
Aline and Valcenir will share the struggle and challenges of building this walking school, a school education that strengthens the resumption of the territory, the Mbya ways of life, and the practices of transmitting knowledge and knowledge. In addition, they will share some of the methodological strategies they use to achieve the school’s main objective: supported by Nhandereko – a set of Guarani practices and knowledge – to support children and young people to learn what matters to live with quality and happiness within the territory.
19h
Open conversation Tools and strategies for valuing linguistic diversity
José R. Bessa Freire, Marcus Vinícius Garcia and Márcia Kaingang
Brazil is among the countries with the greatest ethnic and linguistic diversity in the world, however, the idea that the country is monolingual remains deeply rooted and is the basis for the elimination of the approximately 160 indigenous languages spoken in the country. This roundtable discussion will discuss strategies for valuing linguistic diversity adopted in training courses for indigenous teachers and policies aimed at recognizing linguistic diversity as cultural heritage. Some initiatives will be presented, such as the National Inventory of Linguistic Diversity (INDL), the National Working Group for the International Decade of Indigenous Languages (2022 – 2032), and tools such as the Nimuendajú Platform.
Aline Jaxuka Adão has been a teacher at the Gwyra Pepo Indigenous State School for 12 years. She lives in the village of Kalipety, one of the 14 scattered villages in the Indigenous Territory, and together with the group of teachers and leaders, Aline actively participated in the process of designing and implementing the walking school. She currently develops pedagogical activities in the villages of Kalipety and Tenonde Porã, and is one of the most active teachers in promoting literacy in Guarani, supporting the creation of games, games, and pedagogical materials, fundamental for children's learning and for valuing their mother tongue.
April 19
14h
Open conversation Challenges of indigenous school education in Maranhão
Cíntia Guajajara, Jonas Gavião and Amyria Guajá
At least 14 indigenous peoples live in the state of Maranhão and speak about 10 indigenous languages. All of them are classified as endangered languages by UNESCO. Different studies indicate that one of the factors that contribute to the weakening of these languages is school education implemented and conducted by non-indigenous people. In these cases, indigenous languages end up being reduced to a subject in the schools’ curriculum. During this roundtable discussion, indigenous teachers will discuss the challenges of indigenous school education in Maranhão and how they have faced obstacles to build a school education that prioritizes the training of indigenous teachers and builds on the teaching and learning methods of each people in the conduct of these educational processes.
19h
Screening of the films Nung Hau Yãg Mùg Hãm: This Land is Ours! And Yãy tu nùhão Payexop: Meeting of Pajés
Sueli Maxakali
and Open Conversation Education as Struggle and Art: Tikmung-Maxakali Experiences at the Forest School-Village
Marcinho Maxakali and Carlos Silva Maxakali
Marcinho Maxakali and Carlos Silva Maxakali will present the history of the resumption and of the community project of the Aldeia Escola-Floresta, the Tikmù’ùn_Maxakali community where they live, in the state of Minas Gerais. They will share educational experiences in the struggle to expand their territories, in addition to the initiatives they have organized reforestation, periodic meetings of shamans and art workshops as ways to strengthen the transmission of traditional knowledge and differentiated education at the village school.
During the activity, two films by Sueli Maxakali will be screened, the prize-winning “Nung Hùg Yãg Hãm: This Land is Ours!” and the short film “Yãy tu nùhão Payexop: Meeting of Pajés”.
Amyria Guajá is a professor at the U.I.E.E.I. Pape Japoharipa 'Yruhu, located in the Awa village, Caru Indigenous Territory (municipality of Bom Jardim-MA). He is one of the most active teachers in the fight for an education that respects the way of life, the different learning spaces, and the social organization of the Awa Guajá.
April 20
14:00 to 17:00
Oficina Alfabecantar: singing or closed alive
Gregório Huhte Krahô, Júlio Kamer Apijané and Alexandre Herbetta
Alfabecantar therefore deals with both environmental education and musical education, reflecting on the possibilities and conditions of musical and decolonial pedagogical practices at school and beyond, and encouraging the construction of new curricular matrices based on the potential present in the knowledge of the native peoples, who, together with other knowledge, can contribute to the construction of other schools and other possible worlds. Sustainable. Alive.
Gregório Huhtê Krahô is a Mehi educator and an academic in the Intercultural Education Course at the Takinahaky Indigenous Higher Education Center at the Federal University of Goiás. He is also an important indigenous leader and master of Krahô musicality. She has been working in education for about 20 years and has published a number of texts.
April 18 to 20 - Schedule for guest schools
Yudja iwïre Ã’ã pe seha workshop: learning with the Yudja
