Clivagens discursivas e práticas de subjetivação do aluno indígena Xavante das escolas de Barra do Garças - MT

Abstract

This dissertation aims to discursively analyze how silencing of indigenous culture is represented and practiced in processes of subjectivation. To this end, we selected enunciative fragments from an online teacher training meeting "I Meeting of the course- Indigenous Knowledge: Continuing Education - "Teaching Portuguese Language and the teacher-student relationship in indigenous public schools in Barra do Garças" and an interview with indigenous teacher Cristóvão Tsereroodi Tsoropre, in addition to data from curricular documents governing indigenous education such as BNCC and the Curricular Reference Document of Mato Grosso. We sought, therefore, to observe how conditions of enunciability cleave the subjectivation practices of the indigenous student who is immersed in a context where other cultures and languages, especially Portuguese/Brazilian, prevail. This is a documentary research with a qualitative approach, based on the theoretical principles of Discourse Analysis, especially Foucauldian. As results, we found that the narrative of teacher Cristóvão illustrates the challenges faced by those indigenous students who seek to enter the dominant educational system, where language presents itself as an insurmountable barrier. It was possible to identify in Cristóvão's accounts an unconscious valorization of non-indigenous culture and an avoidance of Xavante culture itself, as they gained access to reading and writing through the Salesians, non-indigenous individuals, and had a socio-interaction that was not taught by Xavante culture. Thus, Cristóvão asserts in discursive fragments that the non-indigenous culture taught him to be critical, which ends up erasing from his own culture the process of valorization, and this is due to the neoliberal/capitalist system that forces indigenous people to migrate and need to seek something in another culture to help them escape silence. However, his own trajectory shines as a testimony of resilience and overcoming, demonstrating that, even in the face of geographic, cultural, and linguistic difficulties, it is possible to move towards a place of resistance and transformation. During our research for the construction of this work, we encountered difficulty in finding a quantitative number of indigenous students in urban schools in Barra do Garças because according to information gathered through the State Secretariat in Barra do Garças and the Municipal Secretariat of Barra do Garças, indigenous students were not differentiated in the system, being quantified together with non-indigenous students, which was contrary to the documents of BNCC and DRC-MT that refer to indigenous students only in the rural school network, disregarding that in the urban school network, for there to be equity, these indigenous students should receive specific attention in terms of teacher training and the existence of interpreters who can assist students in acquiring Portuguese language.