Território e Direitos Humanos: a cultura originária a partir do ensino diferenciado na Escola Estadual Indígena Pedro Poti, Baía da Traição / PB

Abstract

The research entitled TERRITORY AND HUMAN RIGHTS: The original culture from differentiated teaching at the Pedro Poti Indigenous State School, Baía da Traição / PB, deals with indigenous education in the Potiguara territory, North Coast of Paraibano. We seek to analyze the legal frameworks that support indigenous education that is pertinent to differentiated education and that ensure the transmission of memory and territorial rights of original peoples. The research took two years and two months, including studies of the Curricular Components, Bibliographic references and Field studies, covering the period from September 2021 to November 2023. To carry out the Field research, twenty and five field visits, which were necessary to obtain the results achieved. The spatial scope of the study is the Pedro Poti State Indigenous Elementary and Secondary Education School, located in the municipality of Baía da Traição, precisely in Aldeia São Francisco, considered a teaching reference for this ethnic group. Thus, the present dissertation work is justified by the need to record the ancestral cultural practices present in the Potiguara indigenous culture, integrating them into the curriculum of the Pedro Poti School, observing how these educational practices strengthen the continuous process of the ethnic identity of this group. We start with the following research question: How do the processes of transmitting knowledge of indigenous culture occur based on the cultural practices emphasized in the differentiated school curriculum of the Pedro Poti Indigenous School? We seek to answer the following secondary questions: What are the Regulatory Frameworks relating to Human Rights and the differentiated Education of the Potiguara Indigenous people? How does the school develop pedagogical practices related to the conquest of the Potiguara territory? The theoretical foundation of this work results from the study of the main authors: Barcellos (2012), Bergamaschi and Medeiros (2010), Le Goff (1990-1924), Marques (2009), Moonen and Maia, (2008), Molina, Sá (2012 ), Nascimento (2012) and Silva (2015), making the research relevant, enriched with their studies and dialogues on the legal and conceptual assumptions about the education of Indigenous Peoples, Potiguara indigenous school education and the organizational forms of its territory. This is a qualitative research, developed in four stages, namely: Participant, Documentary, Interdisciplinary and Field Research, with the research subjects being 01 manager, 05 teachers, 05 students, 02 elders and 05 active leaders in Indigenous Education. After the documentary and field analysis, it was realized that Indigenous Peoples, in the fight to guarantee Human Rights, have been included in the government's public agenda, seeking to implement and guarantee their civil, political, economic, social and cultural Rights. The Potiguara Indigenous People of Paraíba, following the approval of their Indigenous Lands (TI), have been achieving and strengthening themselves through their demands for specific and differentiated education, which has been a strong instrument for strengthening the Potiguara Indigenous Culture in territory.

MIMOMIRĨ. Kó temiekara nã seryba’e TETAMA TEKOMONHANGABA MORESENDUARA BÉ: Abaeté rekoabypy Nhembo’esaba Estadual Indígena Pedro Poti, Baía da Traição / Paraíba pupé morombo’esabaé suí, onhe’eng abaeté porombo’esaba Paraíba paranãembe’ypenduara ybaté kotýpe oikoba’e resé. Oré orosa’ang tekomonhangaba kuapaba abaeté porombo’esaba resé abá porombo’esabaé resenduara i ma’enduasaba morenonhendaba rarõandábamo abaeteetá anama kó tetamyguarypy tetama resé tekomonhangaba rarõandábamo bé. Kó temiekara monhangaba nã oikó erimba’e mokõi ro’y mokõi iasy abé pukúi, nhembo’esaba paraba resé nhembo’esábamo, tekokuapara remikuatiaruera resé nhembo’esábamo nhũmenduara nhembo’esábamo, nã sekóu iasypoirundyka 2021 suí iasypuãkõia 2023 supé. Kó Temiekara nhũmenduara monhangápe oré mokõi muã mbó bé nhũmenduara subi, oré remimonhanguama iekosupaba resé oré rekotebẽsábamo. Yby kó nhembo’esaba rekoábamo sekóu Nhembo’esaba Estadual Indígena de Ensino Fundamental e Médio Pedro Poti, tabetatyba Baía da Traição pupé oinyba’e, Taba Akauã (São Francisco) abé a’e kó anama nhembo’esaba ta’angábamo i xupé sekóreme. Irõ, kó morabykyaba dissertação resé i katu irõ asé abá Potĩguara ramyipaguama reko ko’yr oikobeba’e ra’anga resé aipó resé asé rekotebẽsaba ri, Nhembo’esaba Pedro Poti nhembo’esatyba pupé i mono’õngeme, marã kó tekoetá nhembo’esaba resenduara kó anama rekoesaba rekobé moatã andupábeme. Oroiepabok kó temiekara marana sui: Marãpe sekóu o ekoaba resé abaeté tekokuguaba me’enga Nhembo’esaba abaeté resenduara Pedro Poti nhembo’esatybaé rekoeetá pupenduara suí? Oré orosobaixuapotar kó marana mokõindara: Mba’emba’epe tekomonhangaba kuapaba Tekomonhangaba Moresenduara abaetetá anama morombo’esabaé resenduara re’a? Marãpe Potĩguara retama raraguera resé nhembo’esaba morombo’esa-pedagogia pupé sekóu? Kó temiekara oub kó mba’ekuatiasareté remimonhanga pupé: Barcellos (2012), Bergamaschi e Medeiros (2010), Le Goff (1990-1924), Marques (2009), Moonen e Maia, (2008), Molina, Sá (2012), Nascimento (2012) Silva (2015) abé, i nhembo’esaba i nhomongetasaba tekó remiekara resé sa’angaba resebé abá Potĩguara nhembo’esaba resé morombo’esaba setãma mongaturõndabetá abé resé aipó temiekara onhemoetébo. Kó temiekara qualitativáramo oikó, a’e oioirundyk pesembuara pukui i monhangymbyruera, a’e aé: Temiekara irũnamo sekoábamo, kuatiara mongetábamo, nhembo’esaparabetáramo, nhũmenduáramo, kó abá é morekasábamo: 01 morombo’esarusu, 05 morombo’esara (kunhã apyaba abé), 05 temimbo’e (kunhã apyaba abé), 02 guaibĩ e 05 tubixaba abaeté porombo’esaba púpé oikoba’e. Kuatiaretá ra’anga nhũmenduara ra’anga abé riré nã oroiandub abaeteetá anama marãtekó Tekomonhangaba Moresenduara piaraba pupé a’e onhemono’ong governo rubixaba rekorama pupé,toimoingokatu o abatyba resé tekomonhangaba, tubixaba resenduara, itaiuba resenduara, abatyba resenduara tekoaba resenduara abé. Abá Potĩguara Paraibyguara, o Abaeté Retama (AR) homologação suí, a’e oguasem bé onhemoatãmo o ieruresasaba pupé semimotara morombo’esabaé resé irõ, i pupé a’e oikó Abá Potĩguara Rekoaba moatãndábamo sekoaba pupé.