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

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.