Histórias e Culturas Indígenas na Educação Infantil: Os saberes e fazeres de professoras nas redes municipais de educação de Barão de Grajaú/MA e Floriano/PI

Abstract

This research Indigenous Histories and Cultures in Early Childhood Education: The knowledge and practices of teachers in the municipal education networks of Barão de Grajaú/MA and Floriano/PI, is a research developed within the scope of the professional master's degree PPGEEB/UFMA, which aims to understand how Early Childhood Education teachers think, understand and develop work with the history and culture of indigenous peoples, seeking to contextualize this reality in the states of Piauí and Maranhão. To achieve our proposal, we chose Methodological Bricolage

(Canavieira, 2019) as a methodology that provides a multi-referential and multi- methodological analysis on the theme that seeks to escape the conventional academic

framework, with the aim of expanding the comprehensive scope on the theme. To this end, I interacted with teachers of Early Childhood Education classes (pre-I and pre-II) in the morning shift, pedagogical coordination and management of the Gentil Resende de Barão Municipal School in Grajaú -MA and the Câmara Junior Municipal School in Floriano -PI, from January to April/2024; we chose to produce data from: observations, photographs and interviews (conversations). For the interviews, we used Kaufmann's (2018) method of Comprehensive Interviews, aimed at teachers and management teams of the institutions. In the foundation of the research, I dialogued with the following references: Krenak (2020, 2018, 2017), Munduruku (2000, 2019, 2017, 2012), Kopenawa (2015), Kambeba (2020, 2023), Zabala (1998), Tardif (2014), Imbernón (2009, 2011), Candau (2011), Canavieira (2020, 2019, 2017), Freire (1991, 1996, 1997, 2016), Walsh (2013, 2017), Quijano (2005, 2014), Barbosa and Gobbato (2022), among others, in addition to dissertations and theses. This dissertation is composed of six sections. The introduction presents the discovery of an ancestral feeling. It then discusses the concepts of children and childhood throughout history, developed in Europe. It does not limit itself to traditional models, but defends the need to explore other forms of childhood that have been historically invisible, such as that of indigenous children. It also discusses a proposal for the education of young children, based on the vision of Ailton Krenak “Ancestral Future”. The third section presents paths for the decolonization of educational practices. The fourth section presents the analysis of the research, which we call “picking seeds”. The educational product resulting from this research is then described, followed by the final considerations that conclude by defending the inclusion of themes and practices of indigenous cultures in Early Childhood Education, given that the research points to the absence of the theme in a way that considers the worldview of contemporary Brazilian indigenous peoples. To conclude the research, we gave materiality to the pedagogical support notebook entitled “Bearer of “Words given” in “Image Skins” - Suggestions for in-depth teaching on the Indigenous theme - Decolonizing knowledge and educational practices”, and thus, leave our fingerprints on the history of education in the municipalities of Barão de Grajaú/MA and Floriano/PI.