A Escolarização na terra indígena rio Pindaré: ressignificações interculturais frente à lógica desenvolvimentista

Abstract

The socio-spatial configuration of Maranhão, today, is marked by the large “developmental” projects implemented in that State from the 1960s onwards, with emphasis on the Grande Carajás Project, managed by the then Companhia Vale do Rio Doce, now Vale S.A. However, these investments “developmentalists”, under the discourse of strengthening the national economy and/or private capital, generated deep social inequalities in the state, in addition to socio-environmental effects that affect, above all, traditional peoples and communities that historically inhabit this territory, so that, necessary a look is made that problematizes “development” in its multiple forms and social effects. Vale S.A.'s activities have caused harmful circumstances to communities located in the Northwest of Maranhão, especially to indigenous territories present in this region, as it weakens territorial control and demobilizes environmental protection and conservation policies and practices, as observed in the Indigenous Land Pindaré River, belonging to the Tentehar/Guajajara indigenous people. Given this context, this study is concerned with investigating how the indigenous people of the Rio Pindaré Indigenous Land have articulated themselves on fronts of resistance, seeking a way to define the societal project of this community and question the imposition of the hegemonic colonizing logic, one of which is strategies used in the intercultural schooling process. To construct this research, I methodologically appropriated the ethnography presented by Geertz (1989); of decolonial notions based on “border histories” proposed by Mignolo (2003); the critical interculturality proposed by Walsh (2009); Almeida's (2008) interpretations regarding the processes of territorial occupation in Maranhão, among others. I use strategies for reflective construction: interlocutions, situated observations, in addition to photographic records. It is concluded that there is the (im)possibility that political- pedagogical strategies of a specific and differentiated educational nature are being constructed as an element that operates in opposition to the developmental advances of capital. Therefore, in the present work we observed the relationship between the sociocultural effects imposed by the presence of Vale S.A. in the Rio Pindaré Indigenous Land, the consequence of which reflected in the construction of an intercultural and differentiated education focused on the Tentehar project itself, in the face of the dynamics of “development hegemonic