A construção da identidade do jovem indígena a partir da proposta da educação do campo

Abstract

The present work refers to the question of the construction of the identity of the indigenous youth from the proposal of the education of the field. It was sought to understand the reasons that contributed to the identity of the young indigenous being lost and how the proposal of rural education can contribute to the construction of identity. The methodology was qualitative of exploratory nature. The data collection was performed through a questionnaire with six questions. The answers were analyzed in a descriptive way, seeking similarities and divergences in the views of two indigenous teachers and two students of higher education regarding the identity of the indigenous youth, dialoguing the results with the authors' researches used in the theoretical reference. The results indicate that the young indigenous people are losing their cultural identity due to the arrival of the schools in the indigenous community, that formerly the knowledge was passed from the oldest to the youngest. With the implantation of the school in the villages the task of teaching leaves the hands of the elders and passes to the school. Another factor that influenced the loss of identity is the modernity and the use of technologies, causing them greater interest. Teachers try to work on strengthening the identity in schools but encounter many challenges. The education of the countryside comes with a proposal that education be built by the indigenous people in the indigenous community, with an education focused on reality that meets the needs of this people. After the study the conclusion reached was that the proposal of the education of the field can contribute in several aspects to the revitalization of the cultural identity of the indigenous youth.