Cultura corporal e educação escolar do Povo Canela Memortumré em Fernando Falcão - MA

Abstract

This dissertation analyzed the challenges and possibilities of articulating the body culture of the Canela Memortumré indigenous people with Physical Education at school, based on documents that guided pedagogical practice at the Raimundo Roberto Kapêrtyc Indigenous State School, located in Aldeia Escalvado, Canela Indigenous Territory, municipality of Fernando Falcão, Maranhão, Brazil. Qualitative documentary research was adopted as methodology, with analysis of eleven documents across federal, state and school levels: Federal Constitution (1988), LDB (Law n.o 9.394/1996), RCNEI (MEC, 1998), CNE/CEB Resolution n.o 5/2012, BNCC (2017), Decree n.o 6.861/2009, Ordinance n.o 1.061/2013 (ASIE), DCTMA (SEDUC-MA, 2019), RECEIMA (SEDUC-MA, 2021), the Maranhão Indigenous Peoples Protection Statute, and the school's Political-Pedagogical Project (PPP/2024). The theoretical framework was grounded in the decolonial perspective, with emphasis on the concepts of coloniality of power (Quijano, 2005), coloniality of knowledge (Mignolo, 2008) and coloniality of being (Maldonado-Torres, 2007), and in critical interculturality (Walsh, 2009, 2013). Analysis revealed a systematic pattern of contradiction: principles of respect for cultural specificity and curricular autonomy were proclaimed in normative texts but contradicted by operational prescriptions. The log race (Pukare), ritual dances (Hohry) and courtyard games, central bodily manifestations of Canela Memortumré cosmology, were completely absent as curricular content in national and state documents, including the DCTMA. The PPP/2024, elaborated in the village parliament (Prohkam) with genuine community participation, established the strengthening of "young warriors" as a formative objective but reproduced DCTMA's hegemonic categories in the Physical Education section, an expression of the coloniality of being operating from within indigenous documents. Nevertheless, concrete decolonial openings were identified: the "social project" provision (Resolution n.o 5/2012), the alternative curricular categories proposed by RECEIMA, and the three differentiated curricular components of PPP/2024. As an educational product, a Guide to Intercultural Pedagogical Practices for Physical Education in Indigenous Schools was elaborated (Appendix A), intended to support the autonomous construction of a curriculum befitting the formative project of the Canela Memortumré people.