A contribution of the Xavante A’uwe Uptabi pedagogy to teach adolescents: The elders' word - Mato Grosso, Brazil

Alberto Pari’Uptse’Wawe Moritu, Jarina Rodrigues Fernandes


The A’uwê Uptabi pedagogy, called by the non-indigenous person as the Xavante pedagogy, is practiced in interaction based on tradition. In this article, our goal is to analyze the contributions of the A’uwê Uptabi pedagogy to the Brazilian educational practice regarding the teaching of adolescents. We used the following methodological procedures for the qualitative research: circle of talks and field journal.  We performed the content analysis of the speech of the six participating elders around three axes: dreams on the education of adolescents; advice for Xavante adolescents and educators and advice for non-indigenous adolescents and educators. The elders pointed out the worries in their dreams regarding the influence of non-indigenous culture - technological products, alcoholic beverages, drugs, individualism - and the draining of tradition that can destroy the A’uwê Uptabi culture. As advice to the indigenous adolescents, the elders suggested they open up to understand their people’s culture and counseled the mentors and the whole community to commit to the education of new generations. The advice for the non-indigenous adolescents are similar to that given to Xavante teenagers, having as a key guidance for non-indigenous educators the setting up of groups of adolescents. 


Indigenous people; educational methods; educational practices

DOI: https://doi.org/10.14507/epaa.28.4777

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Copyright (c) 2020 Alberto Pariu Moritu, Jarina Rodrigues Fernandes


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