The School as a space of struggle: Resistance and Identity
Identity; Resistance; Indigenous school education; Terena
This dissertation investigates the relationship between the Guilhermina da Silva Indigenous State School, in Aldeia Aldeinha de Anastácio, and indigenous resistance and identity. Composed of seven chapters, its general objective is to understand the role of the school as a space of resistance and cultural appreciation. Furthermore, one of the specific objectives is to analyze and recreate the myth of the emergence of the Terena to develop an educational product that contributes to the preservation and appreciation of the Terena cultural heritage, through writing and illustrative drawings. The research adopts a qualitative approach, specifically the autoethnographic methodology, aiming to understand the role of the Guilhermina da Silva Indigenous State School in promoting Terena resistance and identity. The study takes place in the village Aldeinha de Anastácio, Mato Grosso do Sul, Brazil, involving indigenous and non-indigenous students, teachers, staff, leaders and people relevant to the construction of the school. Data collection includes semi-structured interviews, recorded with consent, and participant observation to understand intercultural practices. The autoethnographic methodology allows the researcher to incorporate his own experience as an indigenous person and a Terena teacher into the analysis. Data analysis is conducted inductively and interpretively, using content analysis techniques to identify emerging themes and meanings. The study follows ethical principles, obtaining informed consent and ensuring privacy. At the end, the results will be shared with the community, providing participants with knowledge of the research findings.