Mestra Mayá e a pedagogia ancestral da retomada: escutando a terra contar a sua história

Abstract

This review of A escola da reconquista, by Mestra Mayá, presents important passages about the “journey” she followed with the Pataxó Hã hã hãe people, from which a school was created with a pedagogical approach rooted in the processes of struggle for the recovery and (re) cognition of the territory. In this sense, ancestry and spirituality are presented as the strength of the Pataxó Hã-hã hãe, who, guided by listening to the earth through memory, Encantados, and dreams, recreate spaces to confront coloniality. We follow in the footsteps of the memories told and sung that reconstruct the path to the recovery of the territory, which is also a recovery of self-narrative, through self affirmation and self-representation. We finally consider the legacy of the Pataxó Hã-hã-hãe with their memories, knowledge, feelings, and technologies as constitutive dimensions of the territory-school, activated against genocide, erasure, and epistemicide.