Espaço vivido na Comunidade Nova Esperança, Terra Indígena São Marcos : um olhar a partir da Escola Estadual Indígena Arthur Pinto da Silva, Pacaraima-RR

Abstract

The space, the stage of human achievement, experiences numerous processes related to transformations throughout the years. Even if natural factors or anthropic action. The indigenous space does not escape the rule and presents its significant transformations, therefore, objects implanted in its environment which generates its flow in action that modifies its local dynamics. The master‟s degree dissertation, introduced to the Post-graduation Program in Geography- PPGGEO, from the Federal University of Roraima. Illustrates in its contents a study based on a conducted survey in the indigenous community in Nova Esperança, São Marcos indigenous land. In Pacaraima-RR municipality. It aims to analyze the spatial and temporal transformations in Nova Esperança community from its school‟s object. A geographical space was listed, based theoretically on the study category and supported on the theory of its object‟s systems and actions addressed by Milton Santos. Its systems are formed from those objects which can be internal in the community, such as the school and a public hospital, or external as BR 174, Pacaraima city or Linhão de Guri. Both influences in the indigenous context. Parallel to the transformations, multiple interests were investigated and intentions that the school arouses in local leaderships and in institutions such as “Organization of Indigenous Teachers in Roraima-OPIRR” and through the Government of Roraima and the Education Department. The qualitative-quantitative method was operated which favored an analytical multiplicity about its phenomenon, as well as the techniques of bibliographical research, documental, integrated review, interviews, photographic records, aeronautic photographs with drones, maps‟ development, tables, charts and sketches. Based on its discussions, were evidenced the spatial transformations through the objects and actions within its community, however, as the school takes place in the indigenous context for many years, is not perceived by the Indians themselves, as a strong inducer of temporal amendment.