O currículo na educação escolar indígena das escolas Xukuru-Kariri em Palmeira dos Índios: resistência e anúncio

Abstract

This work reflects on the curriculum in Indigenous school education in schools in the Xukuru-Kariri villages, located in the rural area of ​​the municipality of Palmeira dos Índios, Alagoas. It aims to analyze the importance of developing and establishing a specific curriculum for Indigenous schools in maintaining and strengthening the identity of the Xukuru-Kariri people. In this sense, it seeks to present autonomy in a societal project for participation and the definition of a political pedagogical project that meets the interests of traditional Indigenous communities in their schools. The methodology used follows the line of field research through online forms on the Google platform and bibliographic research, which enabled in-depth studies and discussions on Indigenous school education and the challenge of finding a specific curriculum, emphasizing the difficulties and aspirations that Indigenous school education has faced for years. The theoretical framework used to reflect on the topic in question dialogues with several authors who address this subject, such as Bergamaschi (2012), Eyng (2010), Grupioni (2006), Lopes (2008) and Machado (2015), Munari (2010), Santos (2006), among others, who provide conceptualized information on the topic under consideration. The results indicate that education needs to develop collective work toward the development of a specific curriculum that aims to improve teaching and learning, enabling educators and students to experience creative, humanized, transformative, supportive, and cultural coexistence, integrated into the context in which they are inserted, without disrespecting the cultural beliefs and practices of the Xukuru-Kariri Indigenous people of Palmeira dos Índios.