Currículo intercultural no contexto das escolas indígenas do povo Ticuna localizado na Vila de Betânia

Abstract

This master's dissertation is linked to research line I: Theoretical-methodological perspectives for the Teaching of Human Sciences of the Postgraduate Program in Teaching Sciences and Humanities (PPGECH) of the Institute of Education, Agriculture and Environment (IEAA) at the Federal University of Amazonas (UFAM). Its objective is to analyze whether the school curriculum of indigenous schools of the Ticuna ethnic group, in the Vila de Betânia indigenous land, in Alto Solimões, Amazonas, has negotiated and articulated Ticuna knowledge, cultures, identities and pedagogy in the context of the specific and differentiated school curriculum. The specific objectives are structured seeking to: a) Map the legal documents that guide indigenous school education (National, State and Municipal of Santo Antônio do Içá); b) Identify whether the curriculum of indigenous schools (state and municipal), specifically of the Ticuna ethnic group, contemplate the cultural and ethnic aspects of the people taking into account the guiding curricular documents of the Vila Betânia community of the Ticuna people; c) Describe the mechanisms of production and articulation of Ticuna knowledge in the curricular context based on the selected documents. The data will be produced taking into account qualitative research according to Gonzales Rey (2005), using as an element of analysis the curricular documents (RCNEI, DCNEI, PPP, Minutes, School Calendars) that are inserted in the Ticuna indigenous schools located in the Vila Betânia community.