Educação Escolar Indígena e cultura: uma etnografia das práticas pedagógicas nas escolas dos Anos Iniciais Munduruku na Terra Indígena Kwatá-Laranjal (AM).

Abstract

From an ethnographic perspective and based on my life and experience, I aim to analyze the relationship bteween the scholling of the Munduruku people, from the Kwatá-Laranjal Indigenous Territory (AM) and the contribution of this event to the culture and their history. For purposes of analysis, I question whether school education has a dialogue with indigenous education/culture and how the Munduruku people perceive these pedagogical practices. The general objective is to analyze how the pedagogical practices are perceived (re-signified) in the schools of the the initial series. This questioning follows a movement of analysis in which the researcher’s gaze seeks to articulate the internal dynamics of the training field from the perception of the subjects involved in the various educational trainning processes. As this is ethnographic researchm the study used participant observant and semi-structured interviews.