INDIGENOUS EDUCATION AND RESISTANCE: IMPACTS ON INDIGENOUS EDUCATIONAL AND CURRICULAR PUBLIC POLICIES

Authors

DOI:

https://doi.org/10.5216/ia.v47i3.73435

Abstract

This article records the process of claims and debates in the context of building a new ideal of emancipatory education in the context of the resignification of the differentiated curriculum and the search for alternatives, centered on playful culture, as a learning tool in indigenous schools. The study politically discusses the struggles for their rights, thus representing a pedagogical proposal that involves the implementation of the curriculum, the school calendar, and the enhancement of the Tembé mother tongue. The research is developed from reports made during the special sessions in public hearings held in Belém do Pará, in the period from 2017 to 2020, presenting as a reference the collective discussions in the indigenous villages of São Pedro and Frasqueira, located in the Indigenous Land Upper Rio Guamá (TIARG). The results of this study demonstrate that, despite all the advances in official documents, the constitution proposes public hearings that are still not sufficiently applied to their full potential in indigenous school education. Therefore, it is necessary to discuss the challenges of the multiple realities that coexist in this environment in order to effectively establish public policies in indigenous schools.

 KEYWORDS: Traditional Knowledge. Resistance. Curriculum. Interculturality. Ludicity.

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Author Biographies

Fabrício Cesar da Costa Rodrigues, Universidade Federal do Pará (UFPA), Belém, Pará, Brasil, fabtembe@gmail.com

Licenciado e Bacharel em Geografia pela Universidade Federal do Pará (UFPA). Pedagogo formado pela Universidade da Amazônia (UNAMA). Especialista em Currículo e Avaliação na Educação Básica pela Universidade do Estado do Pará (UEPA). Mestre em Gestão de Recursos Naturais e Desenvolvimento Local na Amazônia pelo Núcleo de Meio Ambiente da Universidade Federal do Pará (Numa/UFPA). Atua também como pesquisador e consultor junto às lideranças e professores indígenas Tembé no Território Indígena do Alto Rio Guamá-TIARG e na Comunidade indígena São José, Território Turé Mariquita-1 (Povo Turiwara) no município de Tomé-Açu (Pará).

Magno Kamiran Oliveira Sousa Tembé, Universidade do Estado do Pará (UEPA), Santa Luzia do Pará, Pará, Belém, kamirantembe@gmail.com

Graduado em Licenciatura Intercultural Indígena pela Universidade do Estado do Pará (UEPA). Cacique da Aldeia São Pedro e Diretor da Escola Estadual Indígena Francisco Magno Tembé. Especialista em Educação Escolar Indígena pela UEPA (2019), mestrando do Curso de Pós-graduação em Educação Escolar Indígena-PPGEEI do Núcleo de Formação Indígena-NUFI/UEPA.

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Published

2023-01-03

How to Cite

RODRIGUES, F. C. da C.; TEMBÉ, M. K. O. S. INDIGENOUS EDUCATION AND RESISTANCE: IMPACTS ON INDIGENOUS EDUCATIONAL AND CURRICULAR PUBLIC POLICIES. Journal Inter-Ação, Goiânia, v. 47, n. 3, p. 1101–1117, 2023. DOI: 10.5216/ia.v47i3.73435. Disponível em: https://revistas.ufg.br/interacao/article/view/73435. Acesso em: 19 may. 2024.

Issue

Vol. 47 No. 3 (2022): Popular National Conference on Education and the Democratization of Educational Policies: Subjects, Processes and Propositions

Section

Education Policy and Management

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