VOICE- BODY IN INDIGENOUS POETICS - ANOTHER WAY OF THINKING ABOUT THE INDIGENOUS HISTORY IN EDUCATION

Abstract

This article proposes some reflections on the image of the indigenous in Education, in Brazilian indigenous literature, and the importance of including literature written by the indigenous people themselves. This proposed dialogue involves the history of the erasure of the protagonism of these native peoples and the importance of indigenous writing that takes up history in ancestral voices. From the 1970s onwards, these authors' writing became vital thanks to the Indigenous Movement because it ruptured the caricature of the “ink and paper Indigenous” that still appears in books today. Finding a new understanding, another rationality to paint the original people, is crucial. In contrast, modernity has not entirely changed the mentality of subordination regarding these peoples, since the 16th century.  Nowadays, the challenge of education is to build new pedagogical experiences with updated understandings of these people. Based on the importance of including indigenous literature as a pedagogical instrument, we seek to highlight how these literary productions cause fissures in the traditional literary system. This work has, as its theoretical-pedagogical contribution, a bibliographical study of a qualitative nature. To illustrate these issues, we use excerpts from Indigenous works by Gonçalves Dias and José de Alencar and analyze the poems by Eva Potiguara in the book Abyalyala Membyra Nhe'Engara – Cânticos de uma filha da terra (2022). This proposal is based mainly on the perspective of indigenous writing and the analysis of indigenous culture by writers such as Krenak (2019), Graça Graúna (2013), Eliane Potiguara, among others.