Abstract
This work articulates the notions of autonomy in the conception of Paulo Freire and emancipation according to Jacques Rancière with indigenous educational practices collected through bibliographic and field research. The purpose of this articulation is to use the pedagogical use of silence in indigenous education as a teaching of a non-indigenous education that aims to be emancipatory and autonomous. Therefore, in the educational context, the notions of physical silence, emptiness, silencing, monologism, vocal silence of non-humans, and teacher brevity are differentiated. The fieldwork heard indigenous teachers from the Krenak (Vanuíre village) and Guarani Mbya (Krukutu village) ethnicities in the state of São Paulo. Bibliographic research collected knowledge from Kaingang, Munduruku, Wapichana, Mebêngôkre, Pataxó, and Maia peoples on the role of the silence of those who teach during pedagogically investigative processes. The result of this articulation is the conscious use of silence by humans and non-humans as a propellant for autonomous, dialogical, and emancipatory practices by children and youth. Brought to light in non-indigenous education, the in-depth knowledge of people in the learning process, the refusal of explanation, and the reduction of language signs are actions that contribute to emancipation, autonomy, and to an epistemologically revolutionary investigative practice by those involved in the learning process
Education; Autonomy; Indigenous education; Emancipation