Limolaygo Toype: nossa educação é nossa resistência: educação indígena e a pedagogia decolonial, Povo Xukuru do Ororubá, PE

Abstract

Proposing the intersection between the fields of popular education, indigenous school education and decolonial education, this research aims to analyze the socio-historical process of indigenous school education of the Xukuru do Ororubá people (Pesqueira – PE), based on Limolaygo Toype, which points to decoloniality. Thinking about indigenous school education as a tool for training warriors, who, through the access to formal and traditional education of their people, will impact their reality and continue the project of a collective and community life of the Xukuru do Ororubá people, we focus on the hypothesis of the importance of the territory, as an epistemological space for the production of knowledge, for a comprehensive school education that can stimulate, in addition to content and bookish training, social, physical and spiritual skills capable of mobilizing the defense of the Xukuru do Ororubá way of life. For that, the proposed methodology was methodological triangulation (Webb, 1966), in which, from participant observation (Queiroz, 2007), bibliographical research (Gil, 2002) and documentary research (Oliveira, 2007), we sought to respond to the concerns presented by this study. After our analysis, we understood that, in general, native conceptions of education are inextricably linked to the land, customs, tradition, memory and identity of indigenous peoples, which relate mainly to the intangible world. Thus, it was possible to identify in the Xukuru do Ororubá indigenous pedagogy, territory as an essential category for the development of a community education with a decolonial feature, pointing out that through political revolt and epistemic revolt – anchored in reflections about the current state of the people, the resumption of the value of our knowledge and the composition of this knowledge - the creation of alternatives for confronting the colonial structures of institutions were made possible, such as the school, which was transformed into a space for affirming ethnic identity, based on school principles, pedagogical practices, methodologies and contents that dialogue with the Xukuru do Ororubá way of life.