A Educação indígena e o livro didático na Escola Estadual Indígena Juvino Henrique da Silva, Pariconha, Alagoas

Abstract

The objective of this work is to reflect on indigenous education and the use of textbooks in the early years. It was based on a theoretical analysis of the guiding documents of education, methodologically on participant observation and on qualitative and bibliographical research. The study contributed to debates on the construction of indigenous school education and the production of new materials and resources that help build indigenous identity, which is essential in society. Perceiving indigenous teachers and students from the Katokinn Indigenous community as the main agents of the teaching-learning relationship, they always seek to value their culture through education. Reflecting on the concepts of differentiated teaching, it is noticeable, when used in pedagogical practices, the cultural difference between basic education in the city of Pariconha and education within the village, which reminds us of the importance of training, valuing culture through teaching. As a result, the research points to the need for methodological innovation, organizations of teaching techniques that understand the peculiarity of indigenous knowledge, and finally, public policies for indigenous education. Essential assumptions in the teaching-learning relationship and insertion of the reality of indigenous students and their appreciation as a social and cultural subject inside and outside the school.