A educação tradicional do povo Akwē e o processo de formação dos jovens na era Warã

Abstract

Introduction: This thesis investigates the educational traditions of the Akwẽ- Xerente people, focusing on Warã as a central space for learning, seeking to understand how traditional education can be integrated into the contemporary indigenous school context. The research arises from concern about the marginalization of elders and the dilution of ancestral knowledge in the formal curriculum. Objectives: The general objective is to unveil the educational traditions of the Akwẽ-Xerente in the Warã era and to propose intercultural pedagogical strategies that facilitate the reintegration of elders into the school environment of Akwẽ-Xerente villages. The specific objectives include: (1) documenting the historical role of elders in Akwẽ-Xerente education; (2) analyzing the narratives of elders about traditional education; (3) proposing strategies for including traditional knowledge in the school curriculum. Methodology: This research adopts a qualitative approach, with an emphasis on phenomenology, seeking to understand the elders' perceptions of educational transformations. Data collection involved semi-structured interviews with elders and documentary research. Data analysis was conducted to identify themes, patterns, and essences in the narratives, seeking to honor the integrity and authenticity of the elders' voices. Results: The research reveals the importance of Warã as a space for collective learning and transmission of ancestral knowledge. The transition to formalized educational models resulted in the marginalization of elders and the dilution of traditional cultural content. The research highlights the need to value the role of elders as guardians of memory and to integrate their knowledge into the school curriculum. The thesis proposes the creation of intercultural pedagogical strategies that promote dialogue between generations and the strengthening of the Akwẽ-Xerente cultural identity.