Resumo

PAES, Luciane Rocha; ARAUJO, Jucinôra Venâncio de Souza  e  SANTOS, Rita Floramar Fernandes dos. DECOLONIAL INTERCULTURAL EPISTEMOLOGY AND INDIGENOUS SCHOOL EDUCATION IN AN URBAN CONTEXT: AMONG INDIGENOUS TEACHER´S TRAINING/IDENTITY/PRAXIS IN THE CITY OF MANAUS-AM. Revista da FAEEBA: Educação e Contemporaneidade [online]. 2022, vol.31, n.66, pp.150-172.  Epub 25-Out-2022. ISSN 2358-0194.  https://doi.org/10.21879/faeeba2358-0194.2022.v31.n66.p150-172.

This text aims to establish a dialogue among decolonial intercultural epistemology and indigenous school education based on aspects of the praxis of resistance and identity of indigenous teachers in an urban context in the city of Manaus - AM. The research is of a decolonial qualitative nature, aims to promote discussions about the diverse perspectives of school education of indigenous peoples, using theoretical and field research as a methodology, highlighting the work of two indigenous teachers, from the Tikuna and Kokama people. It was verified that there are qualifications, challenges and contradictions in the colonial education process, but as educational practices undertaken by these indigenous practices make it possible to learn the sociocultural teaching traditions of their peoples, their self-education, as well as giving new meaning to their teaching identities, even in an adverse urban context predominantly westernized.

Palavras-chave : differentiated education; decolonial intercultural epistemology; indigenous teaching identify; Tikuna; Kokama.

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