Resumo

SILVA, Maria Alda Tranquilino da  e  SILVA, Eduardo Jorge Lopes da. PEDAGOGICAL PRACTICES IN THE EDUCATION OF YOUTH AND ADULTS PARAÍBA’S POTIGUARA. Revista da FAEEBA: Educação e Contemporaneidade [online]. 2022, vol.31, n.67, pp.55-74.  Epub 13-Jan-2023. ISSN 2358-0194.  https://doi.org/10.21879/faeeba2358-0194.2022.v31.n67.p55-74.

This article aims to discuss the pedagogical practices of teachers of the Potiguara ethnicity who work in the Youth and Adult Education (EJA) modality in the state of Paraíba, and how these practices contribute to the strengthening of indigenous culture. To do so, we base ourselves on authors who problematize and reflect on Youth and Adult Education, such as Machado (2009) and Silva (2011); on Indigenous School Education, such as Barcellos (2012), Munduruku (2009) and Palitot (2017); and with regard to discussions in the field of pedagogical practices, such as Bonin (2012), Candau (2014) and Freire (1996), among others. From a qualitative approach, the data were generated through semistructured interviews with indigenous teachers of the Potiguara ethnicity who teach the specific curricular components to indigenous EJA: Ethno-history, Art and Culture and Tupi Language, as well as the field diary. These data were analyzed through the lens of Fairclough’s Critical Discourse Analysis (2016). As a result, we identified that contextualized education, indigenous protagonism, participation, criticality, organization and dialogue are present and powerful elements in the pedagogical practices developed by indigenous teachers in Potiguara territories. The conclusion we obtained is that such practices need to be assumed by all teachers of the other curricular components, as a device for strengthening the culture of this ethnic group.

Palavras-chave : youth and adult education; indigenous school education; pedagogical practices.

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