Educational policies, intercultural relations and literacy practices:

what should we learn from the Warao?

Abstract

This article, committed to the production of scientific knowledge that cooperates to the understanding of the profound challenges posed by the international migration crisis in the contemporary world, aims to describe experiences and educational projects committed to welcoming Warao indigenous people in Brazil, and problematize constitutive aspects of this experience. Among these aspects, we highlight parameters that support the understanding of: i) the migration phenomenon in the global south context; ii) indigenous educational policies, adopted in Brazil today; iii) the possibilities and limitations of the schooling and literacy process of Warao indigenous people in the Brazilian context. In order to fulfill these objectives, we present, in a historical and social perspective, original aspects constitutive of the Warao culture, in order to critically problematize the (in)comprehension of the recognition of pedagogical approaches that (dis)respect necessary intercultural relations inside and outside the boundaries of the school.