Mura and Pupỹkary Peoples: the educational relationship of the original Amazonian child
DOI:
https://doi.org/10.26512/lc30202450853Keywords:
Educational relations, Culture, Original child, Mura, PupỹkaryAbstract
This article derives from a comparative study linked to a master's thesis "Cultural historical context, study habits and school performance of students from the village Correnteza Mura Rio Urubu, Itacoatiara - AM" associated with the thesis "EDUCATION AND RESISTANCE: dialogues on historical and cultural awareness in the worldview of the Pupỹkary People, Southern Amazonas", both subsidized by the PPGE. The aim is to analyze the traditional perception of native peoples regarding the education and care of children in the Correnteza Mura village, in Itacoatiara-AM, and the Pupỹkary people, in Labrea-AM. This research used an autoethnographic and dialectical approach to contextualize the discourses about the worldview of ancient peoples on caring for their original children, based on Vygotski's thinking about the continuous and dynamic relationship between human beings and their living environment. This research involved relationships and representations from the personal and participatory experience of two teacher researchers, one from the Mura people and the other from Pupỹkary, highlighting the integration between theory and traditional knowledge. In short, the daily education of children in the villages reveals how parents facilitate development and communication between the family and school environment. In this way, they promote cultural and identity preservation, showing that affection in social relationships influences educational behavior throughout their lives.
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