Education and indigenous (re)existence through writing of the self - for a pedagogy of sensibilities: Dialogue between Paulo Freire and Maria Amélia Pinho Pereira
Keywords:
Decolonial thinking, Indigenous resistance, Diversity of knowledge, Sensitivity Education.Abstract
Based on the decolonial thinking that originated at the end of the 20th century, we will discuss the importance of indigenous resistance practices promoted by "taking the floor", a term coined by philosopher Michel de Certeau, and appropriated in this research to refer to the development of research and literary productions carried out by indigenous researchers and writers in order to confront and resignify colonizing narratives about these peoples, pointing out how these productions contribute to thinking about decolonial education, such as the school model proposed by pedagogue Maria A. P. Pereira and her Education of Sensitivity. P. Pereira and her Education of Sensitivity. It is understood from Catherine Walsh, Paulo Freire, Márcia Kambeba, Daniel Munduruku and Albert Memmi that the colonizer finds in scientific-intellectual knowledge devices of knowledge-power that underpin oppressive Eurocentric structures to justify exploitation, violence, inequality, inferiorization and discrimination, bases that still exert a strong influence in various sectors of contemporary society. The contributions of the aforementioned researchers show that an educational model that is critical of scientism and the hierarchization of knowledge is possible based on an educational praxis that dialogues with the diversity of knowledge and cultures, where education is liberating, promoting the overcoming of the oppressor-oppressed dichotomy, as proposed by Freire, and is applied in the Education of Sensitivity promoted by the pedagogue Maria A. P. Pereira.
