Contribuição dos Centros Municipais de Educação Escolar Indígena na construção da identidade de crianças indígenas em Manaus

Abstract

This work is based on the research did on the identity of the indigenous child, specifically those who live in the city of Manaus - Amazonas, Brazil - and attend the Municipal Centers for Indigenous School Education (Centros Municipais de Educação Escolar Indígena – CMEEI), Center AA in the Mauazinho and Center WA in the Parque das Tribos/Tarumã-Açu, which constitute the source for this research. The objective of this paper was to know the dynamics of the work carried out in these educational institutions, and how they have contributed to the construction of the identity of the children who attend this space, in addition to analyzing the structuring of the identity of the indigenous child in the context family based on their social relationships in their community. The participants of this research are students of CMEEI who have a good involvement in school activities, parents/guardians of these students who follow the actions of CMEEI and the teachers of these educational institutions. The methodology used is based on participant observation, did through field research, and the research instruments were field notes and semi-structured interviews conducted with the participants of this work. The data analysis is based on the ethnographic approach under the relational theory of identity-based on barthnian epistemological concepts. Through this study, we realized that children's ethnic identities reveal themselves free of charge and are reaffirmed by them in the situations of the three spheres mentioned here, and are expressed through their speeches when mentioning their beliefs and opinions, through actions entering the universe school and interacting through the activities proposed by the teacher, in artistic expressions that children are not exempt from performing, and through their games that consist of linking the tripod: family, community and school, as they are revealed through the principles family members who are established through learning through daily living, in the community, when they share cosmologies, and in the school that was once dubious, but now seeks to sustain its praxis in favor of the interest of indigenous peoples. It is concluded that there is evidence that in the merger of this tripod, CMEEIs stand out as a strong point of intersection for interactional relationships, providing a diffusion of identities that have been revealed in a diversified manner, contributing to the identity statements, and constitute a foundation for the dissemination of these in an urban context.