REVISÕES ETNOGRÁFICAS E PEDAGOGIAS WARAO EM CONTEXTO MIGRATÓRIO: UMA ABORDAGEM DECOLONIAL

This article problematizes ethnographic practices in the educational field based on the experience with the Warao people in the context of forced migration to Piauí, Brazil. The study proposes a critical reflection on colonial-extractivist ethnography, advocating instead for horizontal and audiovisual approaches. The theoretical framework dialogues with Latin American critical pedagogies (Freire, Walsh) and recognizes indigenous knowledge as proper epistemologies. The analysis emphasizes Warao educational processes – rooted in orality, aquatic territory, intergenerational transmission, and cosmopedagogy – which challenge hegemonic conceptions of education and demand from the ethnographer a learner's posture and co-labor. It concludes that research in indigenous contexts requires a decolonial exercise of deconstructing analytical categories, promoting a collaborative and pluriversal practice. By capturing the axes of critical educational ethnography and counter-hegemonic pedagogies, the work reaffirms the need for adjustments that validate the forms of existence and knowledge of migrant peoples in pedagogical spaces.