No \u00e2mbito de processos de estratifica\u00e7\u00e3o, categoriza\u00e7\u00e3o, organiza\u00e7\u00e3o e legitima\u00e7\u00e3o da desigualdade no capitalismo constitutivos da sociedade atual, descrevemos e discutimos, neste artigo, o modo como lideran\u00e7as ind\u00edgenas subvertem recursos textuais ao darem resposta \u00e0s exig\u00eancias de elabora\u00e7\u00e3o de documentos escolares que institui\u00e7\u00f5es governamentais fazem \u00e0s escolas de suas comunidades. Os dados aqui apresentados foram gerados, atrav\u00e9s de uma abordagem etnogr\u00e1fica, em uma a\u00e7\u00e3o de extens\u00e3o de um programa federal de forma\u00e7\u00e3o continuada de professores ind\u00edgenas, a A\u00e7\u00e3o Saberes Ind\u00edgenas na Escola, desenvolvida no estado de Santa Catarina, em terras ind\u00edgenas guarani, kaingang e lakl\u00e3n\u00f5- xokleng. O dado sobre o qual nos debru\u00e7amos \u00e9 um texto de Kerexu Yxapyry, lideran\u00e7a mbya-guarani da Terra Ind\u00edgena Morro dos Cavalos (Palho\u00e7a\/SC). A an\u00e1lise e a discuss\u00e3o que tecemos com base nele s\u00e3o pautadas em estudos atentos \u00e0s realidades lingu\u00edstico-discursivas do campo situado e \u00e0s ideologias que s\u00e3o articuladas para controle e regulamenta\u00e7\u00e3o de recursos textuais nas pr\u00e1ticas sociais. Os resultados da discuss\u00e3o apontam para uma obedi\u00eancia subversiva das lideran\u00e7as ao se apropriarem de recursos textuais em pr\u00e1ticas de letramento, criando, recriando e decidindo em prol de dominar sua realidade e fazer cultura. G\u00eaneros textuais, como um projeto pol\u00edtico-pedag\u00f3gico (PPP), acabam se constituindo, no campo da educa\u00e7\u00e3o escolar ind\u00edgena, como se verifica no nosso contexto aplicado, em frentes de batalha ligadas ao letramento e \u00e0s regras e exig\u00eancias complexas e pesadas que pol\u00edcias discursivas buscam impor para conjurar os poderes e perigos dos discursos ind\u00edgenas em rela\u00e7\u00e3o \u00e0 educa\u00e7\u00e3o escolar que desejam. Nessa frente, defendemos que a subvers\u00e3o de elementos textuais pode ser interpretada como fazendo parte de pr\u00e1ticas de letramentos de reexist\u00eancia, aqueles em que sujeitos agentes contestam moldes e espa\u00e7os socialmente legitimados em rela\u00e7\u00e3o aos usos da linguagem, situando-se na fronteira entre a obedi\u00eancia e a subvers\u00e3o textual nas periferias do capitalismo.<\/p>\n
Among other processes of stratification and categorization within inequality in capitalism, we aim to describe and discuss, in this paper, the process of subversion of textual resources on behalf of Brazilian Native Guarani leaders seeking to respond to institucional requirements concerning documents regulating their schools. The ethnographic data that are here presented were generated within a situated context, particularly, within an extension action (within a federal program for indigenous teacher training), the Indigenous Knowledge at School Action, developed inside Guarani, Kaingang and Lakl\u00e3n\u00f5-Xokleng\u2019s lands. The piece of data on which we focus makes part of a speech by Kerexu Yxapyry, Mbya-Guarani leader from Morro dos Cavalos Indigenous Land (Palho\u00e7a, Santa Catarina). The analyses and the discussion are supported by research works on linguistic-discursive realities from the applied field and by how ideologies are articulated to control and rule over linguistic resources in social practice. The results of the discussion reveal a subversive obedience in the way Native leaders such as Kerexu make some textual resources their own in literacy practices, thus creating, re-creating and deciding, so as to be able to dominate their reality and make culture. Textual genres, such as a political-pedagogical projects, become battlefronts concerning literacy and the heavy rules and demands that discursive polices seek to establish in order to diminish the power of indigenous discourses about their school education. Within those battlefronts, we understand that the subversion of textual elements can be interpreted as being a reexistence literacy practice, i.e. one that contests socially legitimated patterns and spaces in what concerns to language use. Those practices take place within the borders between textual obedience and subversion in the peripheries of capitalism.<\/p>\n
Keywords: discourse and power; indigenous leadership; language ideologies; literacy; Mbya-Guarani.<\/p>\n","protected":false},"featured_media":5007,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","format":"standard","blocksy_meta":"","_links":{"self":[{"href":"https:\/\/patrimonio.art.br\/opocedoc\/wp-json\/wp\/v2\/tnc_col_4706_item\/13219"}],"collection":[{"href":"https:\/\/patrimonio.art.br\/opocedoc\/wp-json\/wp\/v2\/tnc_col_4706_item"}],"about":[{"href":"https:\/\/patrimonio.art.br\/opocedoc\/wp-json\/wp\/v2\/types\/tnc_col_4706_item"}],"replies":[{"embeddable":true,"href":"https:\/\/patrimonio.art.br\/opocedoc\/wp-json\/wp\/v2\/comments?post=13219"}],"version-history":[{"count":2,"href":"https:\/\/patrimonio.art.br\/opocedoc\/wp-json\/wp\/v2\/tnc_col_4706_item\/13219\/revisions"}],"predecessor-version":[{"id":13274,"href":"https:\/\/patrimonio.art.br\/opocedoc\/wp-json\/wp\/v2\/tnc_col_4706_item\/13219\/revisions\/13274"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/patrimonio.art.br\/opocedoc\/wp-json\/wp\/v2\/media\/5007"}],"wp:attachment":[{"href":"https:\/\/patrimonio.art.br\/opocedoc\/wp-json\/wp\/v2\/media?parent=13219"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}