Ideologia e currículo na educação escolar indígena: uma análise da construção da educação intercultural do povo parintintin

Abstract

The aim of this study is to conduct an insightful organization on the development of the intercultural curriculum of the indigenous traditional Parintintin people, specifically in the Nove Municipal de Indigenous Municipal School, located in the municipality of Humaitá - Amazonas, the school is located in the indigenous village Traíra BR Transamazônica near kilometer 40 in the urban area of Humaitá. The central problem of the research includes: What is the view of the indigenous teacher about the traditional curriculum and the intercultural curriculum for the training of indigenous subjects in the perspective of culture and citizenship within indigenous school education? And the guiding questions are: How do you develop the curriculum used by SEMED with the traditional indigenous peoples in Humaitá Amazonas? To what extent is the relation of the curriculum proposal and teaching practices in the Nove de Janeiro Indigenous School of the Parintintin people in the South of Amazonas established? What are the implications of the curricular proposal of the municipality of Humaitá-AM for the implementation of an Intercultural Indigenous Curriculum? And to answer these guiding questions the research has the following general and specific objectives. The general objective of this research is to analyze the curricular proposal of the municipality of Humaitá-Amazonas destined to the indigenous school education from the perspective of the indigenous teachers of the School Nove de Janeiro of Village Traíra and to reach the general objective the research has three Specific Objectives, which are : Identify how the curriculum used by SEMED with traditional indigenous peoples in Humaitá Amazonas develops; To establish the relation on how the proposal of the curriculum and the teaching practices are effective in the Indigenous School Nove de Janeiro of the Parintintin people in the South of Amazonas; To verify the implications of the Curricular proposal of the Municipality of Humaitá-AM for the accomplishment of an Intercultural Indigenous curriculum. In order to respond to the problem, the objectives based on this research were developed from the historical presuppositions of indigenous peoples, making a brief context of the process of colonization and the process of coloniality that indigenous peoples in Brazil still encounter, however, resist for the exercise of overcoming , in this context we also address indigenous issues today, the struggle and violation of the rights of Brazilian indigenous peoples, in this same direction we seek to understand and analyze the trajectory of indigenous education and indigenous school education in Brazil. The research focuses on elucidating the processes of Indigenous Education as guiding social and economic relations within the organization of the Parintintin as a traditional people, emphasizing the paths of indigenous school education in Brazil and its entire context of struggle and resistance of indigenous traditional peoples , as well as the indigenous teachers and pro-Indian non-governmental organizations that contributed to the indigenous school education being constructed as a policy of reconstruction and cultural re-signification according to the needs of traditional peoples. Starting from this historical context the research comes to understand how is the development of the school curriculum in Brazil in the sense of interculturality, within indigenous schools starting from the theoretical foundation of the development of curriculum theories, within the assumption of the economic system, in the sense of the neoliberal project, which permeates the whole interest of capitalist relations and its class division within the Brazilian state, in this way the research sought to make an analysis of the entire historical and current context of the indigenous school curriculum under the bias of the dialectical historical materialism method that gives meaning to interculturality as a practice of resistance to the traditional culture of indigenous peoples.