Paper short abstract:

This article aimed to describe how the process of co-producing the documentary collection  of “Academic Pathways”  produced by Xakriaba indigenous students has highlighted different logics of categorization, different uses proposed, and the attempts to make sense of the material for those involved.

Paper long abstract:

The paper aims to describe the process of co-producing the documentary collection of undergraduate monographs by Xakriabá indigenous teachers and researchers. The monographs - locally called “Academic Pathways” - were produced in the Intercultural Training Course for Indigenous Educators (FIEI) at the Universidade Federal de Minas Gerais (Brazil) between 2013 and 2019. The monographs articulate their academic experiences with an investigation in order to qualify these indigenous educators as researchers of their own cultures.

It’s possible to observe specific  research agendas expressed in Xakriabá Pathways, in which it is clear the concern with how their research can be used in the classroom, as well as reflections on the role of indigenous school for their communities. In this way, the monographs express not only the paths taken by students to produce them, but also the questions raised by their  participation in the indigenous movement and in teaching practice.

The analysis presented is part of the project “Capturing New Education Models Among Indigenous and Quilombola Minorities in Brazil”, which aimed to organize the bases for an interactive archive that will be made available first of all to Xakriabá themselves; and will be accessed by other traditional communities and indigenous peoples researchers, teachers and activists. This process of organizing the archive is being carried out in collaboration with Xakriabá teachers and researchers. This co-production has highlighted different logic of categorization in action, different uses proposed for the documentary collection, and the attempts to make sense of the material for each of those involved.