Spiritual, symbolic and affective elements in the construction of the mbyá-guarani school

Abstract

The school has historically been imposed on indigenous peoples, in some cases through violence. However, when school is included in villages' daily lives and does not go against the precepts of each community, it is in many ways suitable for these collectives. In the process of constructing a specific, differentiated and intercultural school, the Mbyá-Guarani people are going through a time of reflection regarding this educational institution. This article deepens reflections on the process of constructing the school based on observations and first-hand experiences in the Mbyá-Guarani villages of Rio Grande do Sul state. Dimensions of spirituality and affectivity in cognitive learning, skills development and internalization of values were observed through intense ethnography that involved recording experiences, dialogues and reflections inside and outside school. These elements are presented here in the form of a dialogue with the education proposed by the indigenous community paradigm of Living well, which are shown as possibilities for constructing a specific, differentiated and intercultural school. Mbyá-Guarani life involves complex existential elements that are present in their own educational processes and that consolidate an ancient continuity. However, they must also be a foundation for constructing the school, contributing to a cultural affirmation, along with access to the technology and knowledge of other cultures. Spirituality, sensitivity, symbolism, experience, and art are some of the elements that are being inserted into the construction of the Mbyá-Guarani school as essencial aspects in the education of this people.