“Não porque ele quis, mas pela nossa luta”: Conversando, aprendendo e fazendo histórias com professores indígenas

Abstract

What are the training trajectories of indigenous teachers who begin working even before they have started or completed a teacher training course? How does the notion of the lay teacher dialog with the many knowledge of those teachers and their long trajectories of performance? What are the meanings of indigenous schools for such teachers and what knowledge is valued in their daily policies and practices? In the first chapter of this thesis, I defend that indigenous (auto)biographical narratives can be a tactic, as in Certeau's perspective to enhance "the stories not told by History" in the light of School of Samba Mangueira's theme for the 2019 Carnival, "Bedtime lullabies for grown up people". In chapter two, I narrate some of my learning with indigenous people throughout my life in the triple Amazonian border, valuing the presence of indigenous knowledge well beyond that narrated by my main interlocutors. In the third chapter, I present my interlocutors (auto)biographical narratives and also their training histories, reflecting on how these indigenous people became teachers even before completing a teacher-training course, thus discussing the lay teacher notion bringing to light as well, the politicspractices created by them in their everyday lives. Finally, as last considerations, I work with Ginzburg's indiciary paradigm (2019) as a starting point to discuss the three focal issues of this thesis: 1) the notion of lay teacher; 2) the everyday educational policiespractices created by indigenous teachers; 3) the uncovering of stories denied by hegemonic historiography, the so called 'Stories not told by History'.