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Contribution type: New Concept
Concept: Território-Escola
Name of the contributor: Everton Braz dos Santos, Romário Braz Santana, Alex Ferreira Pinheiro, Marcia Camargo
E-mail of the contributor: prema_tvam@hotmail.com
Concept Name: Territory-School (Território-Escola) / School-Territory Short Definition The School-Territory is a counter-colonial analytical and pedagogical category created by indigenous Pataxó researchers to challenge Eurocentric frameworks that restrict schooling to physical buildings and linear curricula. In this model, ancestral land operates as an active formative agent, where the territory itself is simultaneously the method, the support, and the core content of the learning process.
Core Pillars of the Concept 1. Living Classrooms (Salas de Aula Vivas) Learning shifts from enclosed classrooms into vital ecological and community spaces, such as the Bugigão Mangrove (Mangue Bugigão), ancestral forests, the Tururī Pataxó Sacred Center, and the Elders' Houses. In these environments, geography, biodiversity, and oral traditions function as living historical and educational documents. 2. Pluriversal Temporal Matrix (Calendar of Knowledge and Experiences) The conventional school calendar is replaced by the Calendar of Knowledge and Experiences, which aligns education with biological and environmental cycles. The Full Moon Ritual (Dawê Mayô Ixe) serves as the central curricular matrix, integrating astronomical observation, ecology, and community subsistence into a living educational rhythm. 3. Practicum of Re-existence & Healing Historical Trauma - The school-territory serves as a space for psychosocial well-being and collective healing. Historical violence—such as the 1951 massacre ("Fogo dos 51")—is processed around ritual fires and through oral narratives, transforming colonial trauma into political affirmation under the Pataxó philosophy that the community "burned, but became roots". 4. Human Motricity & Applied Ethnomathematics - Through Human Motricity (Awê ritual dances, traditional games such as archery, log races, and tug-of-war), intentional body movement connects geometry, applied physics, spatial coordination, and ancestral art. This integrated science directly aligns indigenous knowledge with global targets for Quality Education (SDG 4) and Good Health and Well-Being (SDG 3).