Indigenous Protagonism and Intercultural Pedagogy: a case study involving the Tekoá Marangatu - Mbyá Guarani Cultural Week

Um estudo de caso envolvendo a Semana Cultural Tekoá Marangatu – Mbyá Guarani

Abstract

The Day of Indigenous Peoples (Lei nº 14.402/2022), celebrated on April 19, is a date that aims at valuing the different Indigenous peoples that make up Brazilian society. We aim at analyzing the creation of an Indigenous pedagogical event called Cultural Week Tekoá Marangatu, by the Indigenous Mbyá Guarani community, located in the south of the state of Santa Catarina, Brazil. In 2023, in its 10th edition, the community received the visit of more than 60 schools, originated from different cities, summing up to around 3 thousand people during the four-day event. We argue that this interest in Indigenous culture is the effect of the application of Law 11.645/08, which makes mandatory the teaching of Afro-Brazilian and Indigenous history and culture in schools. In this article, we discuss the role of the Mbyá Guarani people in relation to the themes: (i) Indigenous protagonism; (ii) pedagogical activities to valorize their culture; (iii) intercultural pedagogical experience;(iv) expanded linguistic education. We also analyze the place of the indigenous language, paying attention to the pedagogical role of the linguistic and sound landscapes of the community during the Cultural Week. This is a case study that illustrates the Indigenous protagonism in promoting intercultural pedagogical encounters and experiences.