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A Ecologia de saberes e a interculturalidade no meio acadêmico brasileiro
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Resumo(s)
A Universidade vem-se transformando aos poucos, num importante espaço de resistência, onde os discursos confluem e chocam entre si, entre realidades que nunca deveriam ter sido separadas e sim respeitadas. Emergiram outras epistemologias que têm contribuído com perspectivas ontológicas de pensadores indígenas brasileiros contrainsurgentes, que vão revelando o quanto este abismo transcende um preconceito racial, sendo sobretudo epistemológico e que nos pode impedir de aprender e aceder a novos saberes. Esta dissertação de mestrado em Antropologia tem o intuito de aportar algumas dessas realidades para uma necessária reflexão. Recorrendo à análise do discurso proposta por Foucault tenta-se compreender os percursos e experiências de estudantes indígenas na universidade brasileira. Foram assim conduzidas entrevistas semiestruturadas a estudantes indígenas que frequentam ou frequentaram o ensino superior no Brasil e a um coordenador de curso superior de Ciências Sociais, com a missão de repensar hegemonias. Foca-se particularmente no preconceito epistemológico que tem sobretudo validado o conhecimento produzido no e para o Norte Global e os impactos causados por tal segregação a esses estudantes, que almejaram prosseguir a sua formação a nível superior. Reflete-se assim sobre os percursos e as subjetividades destes estudantes indígenas como um começo de descolonização dos próprios espaços e de ressignificação
da academia universitária brasileira, propiciando um ambiente acadêmico que se “baseia no reconhecimento da pluralidade de conhecimentos heterogéneos” (Santos, 2009), que pode ser libertador de uma dinâmica de extinção que, segundo o pensador e humanista peruano Aníbal Quijano, busca erradicar os povos indígenas numa duradoura perspetiva colonial de expansão, assimilação ou morte. As narrativas experienciais destes estudantes demonstram que as lutas por ações afirmativas fazem parte de um longo e demorado processo de reivindicações por direitos e reparação histórica. Para alguns, o ponto de viragem pode ter sido a criação da Lei 9.394/96, que ainda passaria por alterações, mas que a princípio determinava que o currículo escolar brasileiro de História abordasse também, as contribuições identitárias africanas e indígenas, na formação de uma Cultura Brasileira.
The University has been transforming itself, little by little, into an important space of resistance, where discourses converge and collide with each other, between realities that should have never been separated but rather respected. Other epistemologies have emerged that are contributing with ontological perspectives from counterinsurgent Brazilian indigenous thinkers, who are revealing how this abyss transcends racial prejudice. This issue is also epistemological, and it could be preventing us from learning and accessing new knowledge. This master's dissertation in Anthropology aims to bring some of these realities to light, to help encourage a necessary reflection. Using the discourse analysis proposed by Foucault, this dissertation tries to understand the paths and experiences of indigenous students at Brazilian universities. Semi-structured interviews were thus conducted with indigenous students who have been attending or have already attended higher education in Brazil. Another interview was conducted with a Social Sciences course coordinator, with the mission of rethinking hegemonies. It focuses particularly on the epistemological prejudice that has mainly validated the knowledge produced in and for the Global North and the impacts caused by such segregation on these students, who longed to pursue their education at a higher level. Thus, we reflect on the journeys and subjectivities of these indigenous students as a beginning of decolonization of the spaces and of the re-signification of the Brazilian university academy, providing an academic environment that is "based on the recognition of the plurality of heterogeneous knowledge" (Santos, 2009), which can be liberate the Brazilian university academy from a dynamic of extinction that, according to the Peruvian thinker and humanist Aníbal Quijano, it seeks to eradicate indigenous peoples in a long-lasting colonial perspective of expansion, assimilation, or death. The experiential narratives of these students demonstrate that the struggles for affirmative action are part of a long and protracted process of claims for rights and historical reparation. For some, the turning point may have been the creation of Law 9.394/96, which would still undergo alterations, but which, in principle, determined that the Brazilian school history curriculum should also address the contributions of African and indigenous identities in the formation of a Brazilian Culture.
The University has been transforming itself, little by little, into an important space of resistance, where discourses converge and collide with each other, between realities that should have never been separated but rather respected. Other epistemologies have emerged that are contributing with ontological perspectives from counterinsurgent Brazilian indigenous thinkers, who are revealing how this abyss transcends racial prejudice. This issue is also epistemological, and it could be preventing us from learning and accessing new knowledge. This master's dissertation in Anthropology aims to bring some of these realities to light, to help encourage a necessary reflection. Using the discourse analysis proposed by Foucault, this dissertation tries to understand the paths and experiences of indigenous students at Brazilian universities. Semi-structured interviews were thus conducted with indigenous students who have been attending or have already attended higher education in Brazil. Another interview was conducted with a Social Sciences course coordinator, with the mission of rethinking hegemonies. It focuses particularly on the epistemological prejudice that has mainly validated the knowledge produced in and for the Global North and the impacts caused by such segregation on these students, who longed to pursue their education at a higher level. Thus, we reflect on the journeys and subjectivities of these indigenous students as a beginning of decolonization of the spaces and of the re-signification of the Brazilian university academy, providing an academic environment that is "based on the recognition of the plurality of heterogeneous knowledge" (Santos, 2009), which can be liberate the Brazilian university academy from a dynamic of extinction that, according to the Peruvian thinker and humanist Aníbal Quijano, it seeks to eradicate indigenous peoples in a long-lasting colonial perspective of expansion, assimilation, or death. The experiential narratives of these students demonstrate that the struggles for affirmative action are part of a long and protracted process of claims for rights and historical reparation. For some, the turning point may have been the creation of Law 9.394/96, which would still undergo alterations, but which, in principle, determined that the Brazilian school history curriculum should also address the contributions of African and indigenous identities in the formation of a Brazilian Culture.
Descrição
Dissertação para a obtenção do grau de Mestre em Antropologia
Palavras-chave
Universidade; contrainsurgência; indígenas; identidade; indígena; descolonização; ontoepistemologias; University; counterinsurgency; indigenous; identity; indigenous; decolonization; ontoepistemologies.