Sobrevivência resistente na educação indígena: a resistência dos estudantes wayuu à colonialidade em La Guajira (Colômbia)
DOI:
https://doi.org/10.17533/udea.ikala.360100Palavras-chave:
colonialidade , resistência indígena , survivance, línguas indígenas, Sul globalResumo
As políticas linguísticas coloniais e as práticas de ensino continuam impactando as línguas e epistemologias dos povos indígenas, tanto dentro quanto fora de seus territórios, mesmo quando estudantes indígenas frequentam escolas destinadas a sustentar seus modos de vida. Neste estudo de caso crítico, examino as múltiplas dimensões da colonialidade que os estudantes wayuu de La Guajira, Colômbia, continuam a enfrentar em sua educação. No entanto, como os povos indígenas não são passivos em sua navegação pela colonialidade, também descrevo seu firme compromisso em acessar a educação em seu próprio território e as diversas formas de resistência nas quais os estudantes wayuu se engajam para manter suas identidades linguísticas e culturais. Este artigo, portanto, não trata de sobrevivência, mas de survivance. Ou seja, trata-se das histórias contínuas de sobrevivência e resistência dos estudantes wayuu do nono ano diante da colonialidade do poder, do ser e do saber, que impulsiona a assimilação linguística ao espanhol e domina sua experiência escolar. Essa colonialidade, sustentada por políticas educacionais coloniais, testes padronizados e discursos de globalização e mobilidade social, desconsidera suas formas nativas de conhecer e fazer. Concluo este artigo defendendo a necessidade de uma desobediência epistêmica para desafiar e transformar os sistemas coloniais impostos por instituições educacionais e formuladores de políticas, que continuam a promover a colonialidade em terras indígenas.
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