ANCESTORAL MEMORIES AND CULTURAL RESISTANCE: WHAT DO WE LEARN WITH AND FROM GRANDCHILDREN AND GRANDPARENTS OF POMERAN IMMIGRATION?
Nombre: MAYLA RUTCHER ARAUJO
Fecha de publicación: 11/04/2025
Junta de examinadores:
Nombre |
Rol |
|---|---|
| ANA LUCIA GOULART DE FARIA | Examinador Externo |
| ERINEU FOERSTE | Examinador Interno |
| OZIRLEI TERESA MARCILINO | Examinador Interno |
| ROGERIO DRAGO | Examinador Interno |
| ROSALI RAUTA SILLER | Presidente |
Resumen: Intercultural education from the perspective of decoloniality involves a political stance committed to overcoming historical epistemic violence in order to contribute to the preservation of ancestral knowledge that permeates, in addition to the educational field, the cultural resistance of traditional peoples and communities. In this vein, this research seeks, in the memories and stories of children and grandparents of Pomeranian immigrants, ancestral knowledge that can contribute to intercultural practices and public policies from the perspective of decoloniality. It is supported by the theoretical contribution of researchers in the sociology of childhood, such as William Corsaro (2011) and the Modernity-Coloniality Group, formed predominantly by intellectuals from Latin America, such as Catherine Walsh (2005; 2009), Walter Mignolo (2005) and Quijano (1992); in addition to historians and sociologists Hobsbawm (1995, 2015), Bosi (1994) and Halbwachs (1986). It also engages with authors who discuss the theme of immigration, such as Sayad (1998; 2000) and Haesbaert (2004). It employs a qualitative methodological approach, with an emphasis on Oral History, through semi-structured interviews and discussion groups. It involves as participants: children between the ages of 4 and 5, regularly enrolled in preschool; children between the ages of 11 and 13, enrolled in the sixth grade of Elementary School II at the Municipal School of Early Childhood Education and Elementary Education “Antônio Gonçalves”, located in the rural area of the municipality of Santa Maria de Jetibá-ES; grandparents of some of these children, who are descendants of Pomeranian immigrants. Thus, it documents ancestral knowledge of the traditional Pomeranian immigrant people, contributing to the construction of an intercultural education, aligned with a decolonial approach from Early Childhood Education. It infers that the transmission of Pomeranian as a mother tongue and traditional knowledge have been crossed by processes of resilience and adaptation, and that the construction of bilingual, intercultural and decolonial educational practices constitutes a continuous and collective process, essential for the preservation of ancestral knowledge and for combating epistemic violence.
