The decolonial critical perspective addresses the power relations that involve the production
and circulation of knowledge in the cultural or scientific dimension of colonialism. It
questions the matrices that tend to classify and exclude a multiplicity of epistemologies,
producing hierarchies between knowledge and sustaining a series of prejudices. In this
perspective, the objective of this study is to describe the Ritual da Tora Grande practiced by
the Apinaje indigenous people (Macro Jê) and to point out some contributions of this ritual,
based on Law No. 11,645 / 2008, for a pedagogical practice in the non-indigenous school
based on in inter-epistemic dialogue. For that, it was necessary to address the context of the
creation of Law No. 11,645 / 2008; characterize the Ritual da Tora Grande, highlighting its
main elements; and to point out how this indigenous ritual can contribute to a pedagogical
practice that helps to deconstruct hierarchies between knowledge and prejudice. It is a
qualitative research with bibliographic survey, which makes theoretical approaches with the
critical Decolonial perspective. The data show that the Ritual da Tora Grande is an important
source of knowledge about the Apinaje to be approached in the non-indigenous school,
mainly because they make it possible and allow the discussion of the historical relationship of
respect of this people with the environment. The elements that make up body paintings in this
ritual are also rich sources of knowledge to be taught at school, because they help to
deconstruct the idea that indigenous peoples are outspoken, that their cultures are backward,
constituting a very rich historical and pictographic collection of culture Apinaje.
|
