MARQUES, J. V.; http://lattes.cnpq.br/1974290852854866; MARQUES, Jéssica Viana.
Résumé:
This work aims to report, through self-writing, numerous experiences with education,
exposing encounters and disagreements resulting from this relationship, and recognizing its
transformative and humanizing capacity, based on a personal educational trajectory that goes
from pre-school to teaching. In addition, it seeks to highlight the development of the
educational formation project for the Potiguara people at the Paulo Eufrásio Rodrigues school
in Baía da Traição, headed by PET - Education Connection of Knowledge, from the Federal
University of Campina Grande, Paraíba. Emphasizing, therefore, how the project was
organized, with the development of games and playful activities within the Cultural Heritage
theme, especially the board game "Potiguara Paths". To make this report effective, a
qualitative approach and a (auto)biographical and bibliographical research were carried out to
think and understand oneself and also the Potiguara people. Paulo Freire (2021) and
Clementino de Souza (2011 & 2020) were used as theoretical support to discuss education
and (auto)biography, and Horta, Grunberg, and Monteiro (1999) and Matheus Blach (2017)
were used to think about heritage and Potiguara indigenous peoples. Thus, I emphasize the
importance of self-writing from the authorial path, and also point out how the pedagogical
project was satisfactorily carried out, with an approach on material and immaterial heritage,
giving space for a close knowledge of the rich culture and indigenous Potiguara tradition.
