Indiossincrasias Guarani Mbya: A identidade, a escola e o audiovisual

Abstract

This research aims to investigate the construction of the teaching identity from the experience of two young Guarani Mbya teachers, inhabitants of the Sapukai village in Rio de Janeiro. How is the teaching profession redefined by Guarani youth, which has never taken a teacher training course? What challenges and achievements do they envision from their life histories and classroom practices? On the other hand, based on Law 11.645 / 2008, what would be the impact of the performance of these teachers in a Pedagogy course in a public university? These two young Guarani Mbya indigenous teachers are linked to the Guarani Karai Kuery Indigenous State College (CEIGKKR) in Angra dos Reis, Rio de Janeiro. Through the methodology of action research, observation of their classes, interviews and analysis of documents produced by these teachers, we discuss some of the concepts considered central to this debate, such as: identity, culture, memory, hybridity, mobility and accountability of the State in face of the challenges present in the context of the training of indigenous teachers for the effective consolidation of the indigenous school, with a diversified, intercultural and bilingual curriculum. We also approach Halbwachs' (1990) concept of recall, in order to relate the use of audiovisual technology and the construction of the teaching identity of these young Guarani Mbya teachers. Among our results, this is evidence of the importance of the indigenous knowledge being reviewed and socially valued, included even, in the curriculum of initial teacher training, as required by Law 11.648. The pedagogical action of the Guarani teachers is influenced by personal characteristics and by the professional and community life of Guarani.