Cartografia social da Aldeia Açaizal: instrumento do Povo Munduruku a serviço da manutenção do seu território, do bem viver e da educação escolar indígena, Santarém, PA

Abstract

This doctoral thesis, titled "Social Cartography of Açaizal Village: An Instrument of the Munduruku People in Service of Territorial Maintenance, Good Living, and Indigenous School Education," investigates how the collective production of a social cartography can simultaneously constitute a pedagogical instrument for Indigenous School Education (ISE) and a political instrument of territorial resistance, with the Munduruku people of Açaizal Village, in the Planalto Santareno region of Santarém, Pará (Brazil), as its subject and co-author. Against a backdrop of intensifying external pressures on the territory — marked by agribusiness expansion, pesticide use, land disputes, and the unresolved legal status of the Munduruku Planalto Indigenous Land — the research demonstrates how social cartography, articulated with the horizon of Good Living (Bem Viver) and the principles of differentiated Indigenous School Education, operates as a technical-political instrument of territorial visibility and as a culturally situated intercultural teaching resource. Three central concepts organize the investigation — used territory (território usado, Milton Santos), Good Living (Sumak Kawsay/Buen Vivir), and Amerindian perspectivism (Viveiros de Castro; Tânia Stolze Lima) — mobilized not only as a theoretical framework but as organizing principles of the cartographic method itself. Methodologically, the research adopts Participatory Action Research (PAR), combining ethnography of the cartographic process, mapping workshops with elders, community leaders, teachers, and students, narrative interviews, and community validation of the produced materials. The results include the Social Atlas of Açaizal Village — a collective cartographic instrument comprising thematic layers on used territory, Good Living practices, land conflicts, and cosmogonic memories —, a proposal for a territorialized curriculum for the Wapurũm-Tip School organized around four thematic axes (Territory and Belonging; Good Living and Community Practices; Rights and Political Struggles; Intercultural Dialogues), and contributions to the school's Intercultural Political-Pedagogical Project (PPPI), approved in 2024. The thesis proposes the original concept of educational cartography — the articulation between participatory territorial mapping and the construction of a culturally situated pedagogical proposal — as a contribution to the field of ISE. The position of the researcher, an indigenous Arapiun woman working between two peoples of the Tapajós basin, is treated as a political datum of the field itself, inscribing this thesis within the growing movement of indigenous doctoral scholarship in Brazil. By engaging with debates on social cartography, decoloniality, territoriality, and differentiated education, the study contributes to academic knowledge production on Amazonian indigenous peoples and to the reflection on public policies for education and territorial protection in the Lower Tapajós region.