CHILD PROTAGONISM IN THE EDUCATION OF INDIGENOUS CHILDREN

REFLECTIONS BASED ON THE WAAPA / POVO YUDJÁ DOCUMENTARY

Abstract

The child, regardless of sociocultural differences, gender or any other discriminatory device, must have their rights as citizens respected and preserved. The violent and oppressive project of colonialism resulted in the rupture of the original peoples with their culture, since throughout this process a universal model of European characteristics was consolidated. Thus, the present work seeks to characterize indigenous childhood based on the decolonial theory, based on the discussion of the documentary Waapa. Therefore, the documentary was analyzed using the thematic content analysis technique proposed by Bardin. Three categories guiding the discussion were created: Nature, Gender and Culture. It was possible to observe the particularities of indigenous experiences in childhood and the way in which culture and elements of nature relate to the milestones of child development, as well as the social and human formation of each child. The child's protagonism was evident throughout the scenes, understanding the child as a participatory subject, active in their social relationships and interactions, proposing a more diverse notion of childhood that gains space and visibility. It should be noted that it is necessary to look at the decolonial turn in order to understand the uniqueness and childhood feeling of each people.