A Educação Escolar de indígenas Ticuna do Alto Solimões

Abstract

Based on observations and studies related to indigenous education this research sought to analyze and describe obstacles in the learning process of traditional in their own communities, suggesting ways in which Ticuna sociocultural elements could be inserted in the indigenous school education of the Dom Pedro I Indigenous State School, which is located in the indigenous community of Bethany, which is located in Santo Antonio do Içá the northwestern state of Amazonas. Addressed on the socio-cultural processes, the mechanisms of educational building, organization, institutional practices and social and symbolic subjectivity of students. The study was done by analyzing data collected about the pedagogical practices, difficulties, anxieties, doubts that the Ticuna teachers had with regard to education. In this perspective we can see that there is need for directed attention to differentiated education and even where it interacts with the external evaluations. However, we realize that non-indigenous education is constantly expense with local indigenous knowledge, since the state dominates, imposes and evaluates the indigenous communities as non-indigenous. On the other hand, the Ticuna teachers made questions about the interaction between the global knowledge with local knowledge and gives need for change through a methodology organization that is able to insert the culture, the indigenous everyday Ticuna the school environment and work within a design that enhances the empirical knowledge of the students. The results of this research have shown us how education is becoming flexible with the changes in recent years in indigenous education and social inclusion opportunities whether in universities, labor areas