Indigenous communities in intercultural dialogues with community psychology and education

Abstract

The This essay aims to present a brief theoretical discussion about the intercultural dialogues carried out between indigenous communities, Community Psychology and Education. It presents reflections based on studies and dialogues established between indigenous communities and education researchers (non-indigenous) who also dialogue with Community Psychology. After epistemological alignments, and the condition of an indigenous community is established, the foundations of Community Psychology (Góis, 2005; 2012) can guide research in education and, in this way, contribute to the production of intercultural dialogues. The Vafy methodology, proposed in this study, was developed based on the production processes of kaingang crafts (Moura & Wernz, 2022). The circle of culture is also added (Brandão, 1981). Both contribute to guiding research and lead us to understand the importance of intercultural encounters, the horizontality of relationships with indigenous communities, respect for the autonomy of indigenous peoples and ancestral knowledge, the joint construction of knowledge and learning; are elements that strengthen otherness and humanization processes