OS TAPUIO DO CARRETÃO/GO: UMA REFLEXÃO SOBRE SUA HISTÓRIA E A EDUCAÇÃO ESCOLAR - MEMÓRIAS E EXPERIÊNCIAS.

Abstract

The objective of this research is the history and scholar education of Tapuio from Carretão- GO settlement, which aims, reflect the history of Tapuio and the scholar education given to them at the Carretão settlement. Tapuio are the result of the settlement process during the colonization of Brazil, at the XVII and XIX centuries. Were confined in the "Carretão" settlement village or, Pedro III, indigenous of Xavante, Javaé, Kayapó and Xerente, ethnicities, whose Tapuios are descendants, ie, of the mixture of these ethnicities, blacks and whites. In the late 1970, the Tapuios ressurge and reclaim to the National Indian Foundation (FUNAI), the indigenous official bureau, the (re) cognition of their indigenous identity and rights as indians.Since the beginning of colonization and until recently, the history of scholar indigenous education in Brazil, brought on its process, programs aimed to "integration" and "assimilation" of indigenous people. In the process of ethnic recognition and landing demarcation, the scholar indigenous education began to play an important role for the Tapuio people. The oral narratives of Tapuio, granted initially to Lazarin, who has been witness of this history, and to the authors who have researched about this group, were important sources for the construction of history and (re) cognition of this group, as indigenous people.Thus, it was from this work and the narratives designed on it, that was possible to perform this research, learn and reflect about the Tapuios history, education and the project of school built by them. The name Tapuio , has been given to them by the local inhabitants, who somehow, recognized them as Indians, however, in relation to the name, it is noticed in some narratives a necessity of (re)affirm this name. The Tapuio had their land and identity recognized, after claims to Funai, and the surveys held by it. Futhermore, it was from these surveys and the studies made from them, that the history of this group has been (re)build, by its narratives and testimonies. The achievement of a school in this differentiated and specific village, was the means used by this group, to continue the process of (re) construction and strengthen its identity. Therefore, it was by the conquest of land and ethnic recognition that they could reclaim the right to education in the village.