INDIGENOUS NARRATIVES FROM AN INCLUSIVE PERSPECTIVE: THE POROSITY OF THE CONCEPTS OF KNOWLEDGE AND KNOWLEDGE

Abstract

This study focuses on the narratives of the Wapishana, Baniwa, Huni Kui, Apurinã and Kaxinawá indigenous communities, with the aim of analyzing how knowledge and knowledge are conceived from these perspectives. Using a qualitative approach, the study explores the different conceptions about knowledge, beliefs, cosmologies, language and languages, bringing to light a vision that values ​​the diversity and plurality of knowledge. The knowledge presented in these narratives is configured as something lived, experienced, going beyond mere utilities or universal truths, providing reflections that can generate discomfort and questioning. The study also seeks to dialogue with inclusive education, considering the importance of recognizing and integrating the different epistemologies and ways of knowing of indigenous peoples in the educational context. The research includes a literature review, as well as field research carried out in the Shanenawa village, in Acre, with an oral interview with Nawa Shahu Shanenawa, the first Tuchaua woman (chief) of her community. The narratives highlighted highlight a distinct conception of knowledge, highlighting the struggle for cultural and linguistic preservation in the face of the impacts of colonization and contact with white people. The integration of this perspective into the debate on inclusive education seeks to broaden the understanding of how respect for cultural diversity can contribute to more equitable and fair educational practices.