Resumo

ZOIA, Alceu  e  MENDES, Matilde. Protagonism PaiterSurui: political-pedagogical practices and their relations with ethno knowledge. R. Educ. Públ. [online]. 2017, vol.26, n.62, pp.405-419. ISSN 2238-2097.  https://doi.org/10.5965/01045962v26n622017419.

This article deals with aspects of indigenous school education and its relation to the ethnoconference of the PaiterSuruí people in political-pedagogical practices. This is qualitative research, participant observation. Our protagonists live in the PaitereyKarah Indigenous Land, bordering Rondônia and Mato Grosso. In the course of the research we seek to understand some aspects of the search for an indigenous school education: specific, differentiated, multilingual, intercultural and born of the needs and the community dialogue. With support from the main interlocutors Brandão (2006), Beleli (et al., 2009), Pappiani and Lacerda (2016), Freire (1992) and Benjamin (1987).

Palavras-chave : Indigenous; PaiterSuruí; Political-Pedagogical Practices.

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