Resumo

SA, Maria José Ribeiro de  e  SILVA, Maria das Graças. INDIGENOUS SCHOOL EDUCATION AND CULTURAL KNOWLEDGE. Revista da FAEEBA: Educação e Contemporaneidade [online]. 2019, vol.28, n.56, pp.162-177.  Epub 14-Out-2020. ISSN 2358-0194.  https://doi.org/10.21879/faeeba2358-0194.2019.v28.n56.p162-177.

The text is inserted in the relation education and culture, analyzes aspects of intercultural dialogues between knowledge and practices Tentehar school in the context its Village, in Amarante, Maranhão. The field research of qualitative approach allowed the elaboration of a cartography of this knowledge and practices and the analysis of the school dynamics. The analysis shows that cultural knowledge of this ethnicity is preserved and inserted in the curriculum design of the diversified nucleus, valuing the language. However, the non-indigenous teachers, and, even indigenous teachers, by using only Portuguese, collaborate in the maintaining a teaching that minimizes this Tentehar knowledge and cultural practices.

Palavras-chave : Indigenous school; Cultural knowledge; Interculturality.

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