Ethnocultural differences in school: Experiences of Xakriabá students in a non-indigenous school space

Abstract

In the school environment, distinct sociocultural relationships and encounters are formed and from that conflicts can be detected. In this study, reflections were made based on a preliminary survey about the way in which the relations between the Xakriabá indigenous people and non-Indian students occur in a non-indigenous school environment. Methodologically, the research can be characterized as qualitative and explanatory, phenomenology was used as the method of analysis to access the symbolic and subjective values involve in the social constructs of these individuals, profiling them on the assumptions of Humanistic Cultural Geography. Bibliographic surveys and fieldwork were used. Evidence was found suggesting that ethnocultural differences turn out to be ne an element that results in conflicts such as racism and bullying in the school space. From such interactions, the importance of giving visibility to groups of students considered to be non-hegemonic, in this case the Xakriabá emerges so that they can point out prejudiced acts against their ethnicity and claim their demands in the school environment.