Resumo

NUNES, Cleunice de Barros; VALADARES, Juarez Melgaço  e  SILVEIRA JUNIOR, Célio da. The use of the socioecológico calendar in structuring the curriculum of indigenous schools: an interdisciplinary and intercultural proposal. Sér.-Estud. [online]. 2017, vol.22, n.45, pp.79-98. ISSN 2318-1982.  https://doi.org/10.20435/serie-estudos.v22i45.997.

In this paper we analyze the path of a group of indigenous teachers Xakriabá ethnicity, living in the North of Minas Gerais. In recent years, they have focused on the development and appreciation of their culture in the curriculum of their schools. As a methodological tool, these teachers have used the socioecological Calendar. Through a qualitative approach, we conducted interviews with two teachers, we seek the limits and possibilities experienced throughout this process: What content built into the curriculum, from the use of socio-ecological calendar? What difficulties encountered? We seek to grasp the dynamics, complexity and the development of curriculum development at the school, from the meanings assigned by their actors to fulfill the task. Supported on psychoanalysis French René Kaës, we seek the lived impasses and outputs by the teachers, in order to deepen our knowledge of the school's social role for indigenous peoples. The analysis showed the difficulties of incorporating the "indigenous culture" in conjunction with academic knowledge. Conclusions on the challenges in implementing innovative curricular experiences are mentioned and are given some impact on teacher training.

Palavras-chave : school curriculum; border cultures; socioecological calendar.

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