School, resignification, decolonization: narratives of Kaingang students on Brazil’s Southern border
DOI:
https://doi.org/10.5212/PraxEduc.v.17.19356.017Abstract
This article mobilizes narratives of indigenous students from Kaingang communities located in the Northwest of Rio Grande do Sul and West of Santa Catarina, carried out in a university environment, when undergraduate students at the Universidade Federal da Fronteira Sul – campus Chapecó recalled their school experiences in Basic Education in indigenous schools and/or in non-indigenous schools. It is problematized the school, the eurocentric epistemological hegemony and the possibilities that an ethnic group victim of epistemicide and genocide may appropriate this institution and, in doing so, transform it into a place of “freed time”, of protection and self-assertion, as a place of decolonization. It seeks to contribute to the reflection on access to formal educational processes for indigenous students and the meanings of schooling with a view to preserving their origins, culture in the perspective of an education for plurality and alterity guided by the decolonial and critical literature.
Keywords: Kaingang. School trajectories. Decolonization.
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