Modos de ser ye´pa mahsã: uma narrativa autoetnográfica de vida e de construção de saberes de uma professora tukano

Abstract

This research aimed to narrate my autoethnography as an indigenous teacher of the Tukano Ye'pá Mahsõ ethnicity from the indigenous community of Taracuá, in the municipality of São Gabriel da Cachoeira-AM, based on my personal, cultural, and educational experience in the Taracuá community, a context in which I have been shaping my identities. In addition to narrating these experiences as a researcher, I sought to describe the sutures, erasures, negotiations, and translations as an indigenous Tukano teacher-researcher intellectual. Throughout these journeys, I have been redefining my teaching practices in the face of Tukano Science. I have been suturing and contextualizing knowledge that considers the wisdom of my people and their ways of being. Regarding methodology, the work is of an autoethnographic nature in communion with the qualitative approach that guided the entire research process and helped understand the historical process through which the Tukano people have experienced and continue to experience coloniality. The discourses and reflections that have shaped the way we translate and negotiate cosmologies, cultures, identities can contribute to a science education that recognizes the way of being of our people.