INDIGENOUS AND NON-INDIGENE EDUCATION: A COMPARISON OF THE TREE METAPHOR WITH THE TREMEMBÉ ANALOGY

Abstract

This article discusses the pedagogical use of metaphors, bringing as an example the Metaphor of the Tree when it compares the parts of a tree with the pedagogical practice in the teaching-learning process in the Supervised Internship, at the same time that it associates the Tremembé indigenous cosmovision of Almofala - CE which deals with its transmission by Endoculturation of knowledge, traditions and culture among community members with the use of an analogy also about the parts of a tree. It is a text that uses a qualitative perspective methodology from an anthropological bias of comparison in the observation of evidence with the use of the Evidence Paradigm. As a theoretical reference we will associate the thoughts of education researchers such as LIMA (2009); PIMENTA and LIMA (2004); NÓVOA (1992, 2023) with indigenous intellectuals such as Daniel Munduruku (2023) and Cacique Venâncio (2019). For the methodological basis we will follow the concepts of AGUIRRE (2007); GINZBURG (1989) and MINAYO (2014). The objective of this writing is a reflection on the anthropic relationship explained through metaphors and it is concluded that there is an intrinsic relationship between indigenous and non indigenous forms in learning processes not recognized by prejudices, stigmas and fears of changing what is established in a patriarchal, eurocentric and colonial society.