Indigenous education and (re)existence through self-writing - for a pedagogy of sensibilities: dialogue between Paulo Freire and Maria Amélia Pinho Pereira

Abstract

Based on decolonial thinking that originated in the late 20th century, we will discuss the importance of indigenous resistance practices promoted through “ taking the floor ,” a term coined by philosopher Michel de Certeau and appropriated in this research to refer to the development of research and literary productions carried out by indigenous researchers and writers in order to confront and resignify colonizing narratives about these peoples, indicating how these productions contribute to thinking about decolonial education, such as the school model proposed by pedagogue Maria AP Pereira and her Education of Sensitivity. Based on Catherine Walsh, Paulo Freire, Márcia Kambeba, Daniel Munduruku, and Albert Memmi, we understand that the colonizer finds in scientific-intellectual knowledge devices of knowledge-power that underpin oppressive Eurocentric structures to justify exploitation, violence, inequality, inferiority, and discrimination, bases that still exert a strong influence on the various sectors of contemporary society. It is identified in the contributions of the aforementioned researchers that an educational model critical of scientism and the hierarchy of knowledge is possible based on an educational praxis and that dialogues with the diversity of knowledge and cultures, where education is liberating, promoting the overcoming of the oppressor-oppressed dichotomy as proposed by Freire, and is applied in the Education of Sensitivity promoted by the pedagogue Maria AP Pereira.