Banca de DEFESA: JUCINARA DE MELO SILVA

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : JUCINARA DE MELO SILVA
DATE: 26/02/2026
TIME: 09:00
LOCAL: Auditório 01 do PPGEd - NEPSA II - UFRN
TITLE:

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KEY WORDS:

Indigenous School Education; Oral History; Public History; Memory; Catu dos Eleotérios.

PAGES: 203
BIG AREA: Ciências Humanas
AREA: Educação
SUMMARY:

This dissertation aims to understand how the João Lino da Silva Municipal Indigenous School contributed to strengthening and expanding the struggles and resistance of the Potiguara indigenous people of the Catu dos Eleotérios community, located between the municipalities of Canguaretama and Goianinha, in the state of Rio Grande do Norte. Focusing on the period between the 1970s and 2015, the study analyzes the historical trajectory of the institution based on the memories and narratives of teachers, understanding the school as an educational space deeply intertwined and rooted in political, ethnic, and territorial disputes. Anchored in the theoretical and methodological references of Oral History and Public History (Portelli, 2016; Frisch, 2016), the research uses public interviews as central elements of analysis, articulated with the history of educational institutions (Magalhães, 2004) and with debates on memory, resistance, identity, territory, and counter-coloniality (Munduruku, 2012; Katu, 2024; Hall, 2006; Baniwa, 2006; Santos, 2023). The research seeks to understand how indigenous schools have related to the processes of ethnogenesis, identity affirmation, and the assertion of constitutional rights, especially with regard to territorial demarcation. In developing the analysis, we discuss the impacts of educational policies, the tensions between the state and indigenous communities, and the countercolonial strategies mobilized in everyday school life. The results show that the João Lino da Silva Municipal Indigenous School has been redefined over time, consolidating itself as a space for the production of memory, resistance, collective belonging, and the strengthening of the struggles that permeate the indigenous community, in addition to exerting significant influence on other experiences of indigenous school education in Rio Grande do Norte. It can therefore be concluded that the school has become a central instrument of re(existence), articulating education, territory, and identity.

COMMITTEE MEMBERS:
Externa à Instituição - CRISTIANE DE ASSIS PORTELA
Presidente - 3144694 - ALINY DAYANY PEREIRA DE MEDEIROS PRANTO
Interno - 2310142 - AZEMAR DOS SANTOS SOARES JUNIOR
Externo à Instituição - EVERARDO PAIVA DE ANDRADE
Interno - 3280986 - WALTER PINHEIRO BARBOSA JUNIOR