El papel de los maestros indígenas en la consolidación del currículo intercultural de la educación escolar del pueblo pipipã

Resumen

This study deals with an analysis of the Political Pedagogical Project and the school regiment collectively constructed by the Pipipã people, located in the Sertão of the state of Pernambuco, in order to contribute to the strengthening of the cultural identity of the people and their process of struggle for land. The objective is to understand, through field research, documentary analysis and TCCs, the praxis of the teachers responsible for the consolidation of the indigenous intercultural curriculum, from the valorization of their own knowledge. The Pipipã teachers interviewed reported their practices in the four schools located in the territory, in their opinion, initial and continued training is fundamental for the acquisition of a critical and politicized thought of formation, within a cultural dynamic. Empirical studies on the Pipipã indigenous resistance movement, through indigenous school education, walked together with the perspective of Decolonial Thought. Each pedagogical political project developed for pipipã schools guides how teachers should work on the training of future warriors and warriors, considering alternatives to overcome the tensions between the knowledge originating from the people and the epistemologies imposed.