Walks, maps, and narratives that (geo)graph the learning of Mbya Guarani children

Abstract

This text proposes reflections on the walks, maps, and narratives that (geo)graph the experiences and learning of Mbya Guaraní children. Throughout our research and immersions in this space, we perceive that indigenous children have their way of being and experiencing the world. Their development is not something individual, on the contrary, it is a cultural and collective process. They accompany the older one's life, observe, imitate, and discover things about nature, social and cultural relations in a community.  The Karaí Arandu school calls for interethnic and intercultural dialogue with the children, with the Guaraní community, with the space and with the culture, where knowledge is not superimposed, on the contrary, they converge in networks of exchange, a collaboration of knowledge, and inseparable activities of life and of the Mbya way of being, expressed in diverse forms of expression and languages. Finally, we conclude that both Mbya Guarani children's subjectivity and learning are constructed through processes that are carried out through experiences in interaction with the culture and the environment, which are expressed in their narratives and maps.