THE PRESENT TIME IN THE ETHNOEDUCATIONAL CONTEXT

BETWEEN KNOWLEDGE AND MEMORIES

Abstract

the article presents a discussion about the present time in the ethno-educational context, through a theoretical framework, informal conversations and impressions collected in educational meetings held by the Municipal Department of Education, in the municipality of Altamira-PA, in which I participated during the research master's degree, in the period 2018 and 2019. This construction permeates the experiences of those who talk about their own reality lived in the communities, knowledge acquired and passed on through individual and collective relationships with the ethnic cultural reality of this region of the Middle Xingu, with regard to knowledge and memory in the ethno-educational context. To this end, the research follows the paths of ethnography, understanding that this method connects us with the intersubjectivities of knowledge and memory, thus, we can follow a dialogical path of understanding the empirical phenomena of Indigenous School Education. The theories Ferreira (2018), Baniwa (2006; 2010), Ingold (2015), Brandão (2007), Halbwachs (2003), Pollak (1989), among other references that support the paths of discussion, are prioritized in the debate. Thus, the protagonists of the ethno-educational context think about their own educational dynamics in the territories, building their learning and evoking knowledge and memories consolidated in the present time.

Keywords: Present Tense; Indigenous protagonism; Memory; Middle Xingu.