A escolarização pelo plano do xamanismo: Reflexões entre os Guarani-Mbyá do Rio de Janeiro
Danielle Bastos Lopes
May 11, 2020 DOI: 10.14507/epaa.28.4785 (opens in new tab)
Study at a glance
AI-extracted from the abstract| Characteristics | Ethnography |
|---|---|
| Population | Mbya-Guarani communities of southeastern Brazil and northern Argentina |
| Keywords | Education |
| Key findings | Argues that an invisible, cosmological world subsumes Guarani schooling processes, and that this cosmic and sensible logic deconstructs the normative, rational models of indigenous education prevalent in Latin America and the Caribbean. The author contends that these invisible worlds are essential and indivisible conditions for understanding Guarani curriculum, organization, and alterity. |
Abstract
This paper is the result of anthropological research conducted among the Mbya - Guarani, from the Southeast of Brazil and Northern Argentina. Based on the ethnographic method, the paper analyzes indigenous schooling through the shamanism plan and the different conceptions of body, knowledge, and notions of indigenous persons. This study discusses the conflicts between school and alterities, human and nonhuman, understanding that the notion of schooling crossed by cosmic entity and sensible logic deconstructs the normative and rational models of indigenous education that has populated America Latin America and Caribbean. This study finds that there is an invisible and cosmological world that subsumes the schooling processes. Invisible worlds are understood, in this context, as essential and indivisible conditions for the understanding of Guarani curriculum, organization, and alterity.