Education and indigenous (re)existence through writing of the self-for a pedagogy of sensibilities: Dialogue between Paulo Freire and Maria Amélia Pinho Pereira

From the decolonial thinking originated at the end of the twentieth century, the importance of indigenous resistance practices promoted from the "taking of the word" will be problematized, a term coined by the philosopher Michel de Certeau, and appropriate in this research to refer to the development of research and literary productions carried out by indigenous researchers and writers in order to confront and re-signify the colonizing narratives about these peoples. pointing out how these productions contribute to thinking about a decolonial education, such as the school model proposed by the pedagogue Maria A. P. Pereira and her Education of Sensitivity. It is understood, based on Catherine Walsh, Paulo Freire, Márcia Kambeba, Daniel Munduruku and Albert Memmi, that the colonizer finds in scientific-intellectual knowledge devices of knowledge-powerthat underpin oppressive Eurocentric structures to justify exploitation, violence, inequality, inferiorization and discrimination, bases that still exert a strong influence on the various sectors of contemporary society. It is identified in the contributions of the aforementioned researchers that an educational model critical of scientism and the hierarchization of knowledge is possible from an educational praxis that dialogues with the diversities of knowledge and cultures, where education is liberating, promoting the overcoming of the dichotomy of the oppressor-oppressed as proposed by Freire, and is applied in the Education of Sensitivity promoted by the pedagogue Maria A. P. Pereira