Kumã mo fe tone methés? Como me tornei professor? Das correntezas do rio Uaçá aos desafios do rio Oiapoque

Abstract

This article presents a reflection on the formative trajectory of an Indigenous teacher from the Galibi Marworno people, from the experiences lived in the Kumarumã village, along the currents of the Uaçá River, to the challenges encountered in the urban context of the municipality of Oiapoque, in the state of Amapá, Brazil. The study aims to analyze the formative processes that contributed to the construction of Indigenous teaching identity, considering experiences of schooling in the village, training in the Indigenous teacher education program, admission to the Pedagogy degree at the Federal University of Amapá, and professional experiences in teaching and cultural mediation at the Kuahí Museum. The research is characterized as qualitative and adopts autobiographical narrative as a theoretical-methodological approach, engaging with authors who discuss teacher education, memory, and education, such as António Nóvoa (1992) and Marie-Christine Josso (2004), as well as the contributions of Paulo Freire (2013, 2017) and Moacir Gadotti (2007) on education as a practice of social transformation. Reflections by Gersem Baniwa (2019) on Indigenous school education and Mario Chagas (2005) on the educational role of museums are also considered. By revisiting memories and lived experiences, the study highlights the challenges faced by Indigenous teachers when moving between different cultural and educational contexts, as well as the possibilities for dialogue between traditional knowledge and academic knowledge. The study concludes that education constitutes an important instrument for strengthening Indigenous identity, cultural valorization, and social transformation, contributing to expanding the presence and recognition of Indigenous peoples in educational spaces and in society.