Conectividade e tradição: a reconstrução das brincadeiras ancestrais na educação escolar indígena na ilha de Duraka, médio Rio Negro

Abstract

After installing Starlink antennas in several Rio Negro Indigenous communities, Indigenous school education faces the challenge of balancing the transmission of traditional knowledge with the new sociocultural dynamics brought about by connectivity and digital technologies. On Duraka Island, located in the Middle Rio Negro, ancestral games have always played a central role in the education of Indigenous children and youth, promoting not only playful learning but also the appreciation of community knowledge and practices. In this context, this research aimed to investigate how these games can be reinterpreted within the Indigenous school context, considering the influence of technology and the role of teachers in reconstructing these cultural practices. Its specific objectives were: (a) to investigate the sociocultural aspects of Duraka Island and understand how children's traditions and games shape the childhood of children and adolescents in different age groups (6-10 years and 12-15 years); (b) to analyze the process of redefining ancestral games in the digital age and the impacts of internet use (including platforms such as Tik Tok) on the sociability and education of children in Duraka; and (c) to explore the perception of Indigenous parents and teachers about the use of digital technologies in games and the socio-educational process of children in Indigenous schools. The research was conducted on Duraka Island, entering from the Duraka Kapuamu Municipal Schools and the annexed high school classrooms of the Yepamahsã Imikohorimahsã Indigenous State School. The primary social group studied was composed of students and their respective families and neighborhoods. The secondary social group comprises individuals with formal and institutional relationships on Duraka Island, including the coordinating and teaching staff, as well as partnerships with the collaborating institutions involved in this research: FOIRN, SEDUC, and SEMEDI. The methodology employed was a combination of exploratory and qualitative-quantitative approaches, as this is a necessary and valuable strategy aligned with the research objectives. The results present some important quantitative data for the participants' conclusions and the various narratives, ideas, and individual experiences. The descriptive method helped organize the results obtained with field research techniques, participant observation, talking circles, and conversations. The results obtained were the following: (a) it is possible to strengthen cultural identity using technological tools, and (b) there is an apparent change in public policies of an educational nature whose intention is to streamline the curricular content used in the schools investigated by teaching traditional knowledge content playfully and enjoyably. However, to ensure the intergenerational transmission of cultural practices, it is essential to listen to the diverse groups within the community and present the games in a playful and engaging manner. Furthermore, this research aims to highlight the importance of partnerships with funding institutions for publications in the scientific field of ethno-educational policy work in Rio Negro, which is a gap observed in the research.