Contextos para implementação do Projeto Político Pedagógico na escola indígena da comunidade Renascer- Novo Airão/ AM

Abstract

This dissertation examines the sociocultural and linguistic contexts that need to be part of the implementation of a possible Political-Pedagogical Project (PPP) for the Municipal School Luiz Carlos de Matos Areosa, located in the Renascer Indigenous Community in the municipality of Novo Airão, Amazonas. The research addresses the historical, geographical, and social aspects of the indigenous community, as well as the educational policies and legislation that impact indigenous school education in Brazil, Amazonas, and Novo Airão. The study traces the evolution of indigenous school education before and after the 1988 Constitution, highlighting the changes introduced by the National Education Guidelines and Framework Law (LDB), understanding the legal advancements of school education in Amazonas, and examining the situation of indigenous school education in Novo Airão, specifically in the Renascer Community. Methodologically, systematic and ethnographic observation is used for data collection, with an emphasis on the participation and profile of community informants. The theoretical framework of the research is built on Applied Linguistics and draws on authors such as Grupioni (1991), who discusses the demand for a differentiated indigenous school education and the importance of cultural recognition; Carneiro da Cunha (2009), who highlights the management and protection of indigenous lands as essential for the preservation of indigenous languages and cultures; and Da Silva (2022), who emphasizes the need for an educational approach that values the linguistic, cultural, and historical diversity of indigenous peoples. These and other authors researching the topic, along with Brazilian educational legislation, provide a solid foundation for understanding the dynamics and challenges faced by indigenous school education in the current context.The discussion of the research results presents the community's context and its relationship with the Portuguese language and Nheengatu, as an indigenous and identity language aimed at implementing a Political-Pedagogical Project (PPP). It reflects on the community's perspective regarding this document, analyzes issues related to reading and writing, as well as the use and linguistic attitudes within the sociocultural context of the diverse peoples living there.