Abstract:
In this conclusion paper of the Professional Master’s Program I seek to analyze the participation of the women, specifically of the participants in the Evangelical Women’s Order - Ordem Auxiliadora de Senhoras Evangélicas – OASE, in the process of informal education of members of the Igreja Evangélica de Confissão Luterana no Brasil [Evangelical Church of Lutheran Confession in Brazil], as relates to the understanding they have and teach about the indigenous identity and culture. To do this, I propose a bibliographic research in the first chapter and in the second chapter a participant observation of ethnographic character of the group, which is made up of a register in a field diary. In the first chapter I present the history of how the OASE began and became established in the IECLB becoming a work sector of the Church with a strong diaconal emphasis; following I briefly describe the history of the IECLB and its trajectory in the field of education, beginning with references of the reformer Martin Luther, going through community schools which were constituted in the communities formed with the German immigration in Brazil and I close dealing with how education is understood and managed currently in the church. The third item of chapter 1 is dedicated to a retrospective of the history of the indigenous peoples in the region of Santa Catarina where the researched group is found and how the relations between the community of the German immigrants and indigenous peoples took place, ending with a presentation of some concepts which will help in the analysis of the data. Chapter 2, initially, is dedicated to understanding how the relations between the immigrants and the indigenous peoples are reflected in the knowledge of the women about indigenous identity and culture in current days; following I present possible reflections on overcoming prejudices based on the ponderations of the women, while the 3rd topic is constituted of data gathered from the participant observation and registered in the field diary. At the end of Chapter 2 I present educational learnings which can help in the (re)construction of knowledge based on a relation of otherness and of respect between the two groups studied.
