POLITICAL AND DEMOCRATIC EDUCATION: THE TEACHING PRACTICE OF A JURUÁ TEACHER IN A GUARANI SCHOOL

Abstract

The present paper aims to raise reflections about the teaching practice of a non-indigenous teacher (juruá) in a Mbyá Guarani school. The data presented were generated through field research with an ethnographic approach in the context of an indigenous school in a Mbyá Guarani community, focusing in the classroom of a 3rd year, in the south of the state of Santa Catarina. The data analyzed showed that, through her pedagogical practices, the teacher reveals her political choices allied with autonomy and democratic freedom and in favor of pluri and multicultural manifestations of her students. As a theoretical reference is used some works of Paulo Freire (1989, 1997, 2005, 2015) and the concept of translanguage of the Garcia and Wei (2014). These discussions seek to contribute to reflections of identities, pluralities and multiculturalities present in indigenous schools in the Brazil and to give visibility to pedagogical practices that contribute to the strengthening of indigenous knowledge.