<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0104-7043</journal-id>
<journal-title><![CDATA[Revista da FAEEBA: Educação e Contemporaneidade]]></journal-title>
<abbrev-journal-title><![CDATA[Revista da FAEEBA: Educação e Contemporaneidade]]></abbrev-journal-title>
<issn>0104-7043</issn>
<publisher>
<publisher-name><![CDATA[Universidade do Estado da Bahia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0104-70432022000200150</article-id>
<article-id pub-id-type="doi">10.21879/faeeba2358-0194.2022.v31.n66.p150-172</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[EPISTEMOLOGIA INTERCULTURAL DECOLONIAL E A EDUCAÇÃO ESCOLAR INDÍGENA EM CONTEXTO URBANO: ENTRE FORMAÇÃO/IDENTIDADE/PRÁXIS DE PROFESSORES INDÍGENAS NA CIDADE DE MANAUS-AM]]></article-title>
<article-title xml:lang="en"><![CDATA[DECOLONIAL INTERCULTURAL EPISTEMOLOGY AND INDIGENOUS SCHOOL EDUCATION IN AN URBAN CONTEXT: AMONG INDIGENOUS TEACHER´S TRAINING/IDENTITY/PRAXIS IN THE CITY OF MANAUS-AM]]></article-title>
<article-title xml:lang="es"><![CDATA[EPISTEMOLOGÍA INTERCULTURAL DECOLONIAL Y EDUCACIÓN ESCOLAR INDÍGENA EN UN CONTEXTO URBANO: ENTRE FORMACIÓN/IDENTIDAD/PRAXIS DE PROFESORES INDÍGENAS EN LA CIUDAD DE MANAUS-AM]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Paes]]></surname>
<given-names><![CDATA[Luciane Rocha]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Araújo]]></surname>
<given-names><![CDATA[Jucinôra Venâncio de Souza]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Santos]]></surname>
<given-names><![CDATA[Rita Floramar Fernandes dos]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal do Amazonas  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal do Amazonas  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Federal do Amazonas  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2022</year>
</pub-date>
<volume>31</volume>
<numero>66</numero>
<fpage>150</fpage>
<lpage>172</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0104-70432022000200150&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0104-70432022000200150&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0104-70432022000200150&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Este texto tem por objetivo fazer uma interlocução entre a epistemologia intercultural decolonial e a educação escolar indígena a partir dos aspectos das práxis de resistência e de identidade de professores indígenas em contexto urbano na cidade de Manaus-AM. A pesquisa é de cunho qualitativo decolonial, visa promover discussões acerca das perspectivas diversificadas de educação escolar dos povos indígenas, tendo como metodologia a pesquisa teórica e de campo, evidenciando o trabalho de duas professoras indígenas, dos povos Tikuna e Kokama. Constatou-se que há limitações, desafios e contradições nesse processo de educação decolonial, porém as práticas educativas empreendidas por essas docentes indígenas possibilitam a aprendizagem das tradições socioculturais de seus povos, sua autoformação, bem como ressignificam suas identidades docentes, mesmo em um contexto adverso urbano predominantemente ocidentalizado.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT 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.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN Este texto tiene como objetivo establecer un diálogo entre la epistemología intercultural decolonial y la educación escolar indígena a partir de aspectos de la praxis de resistencia e identidad de los maestros indígenas en un contexto urbano en la cuidad de Manaus-AM. La investigación es de carácter cualitativo decolonial, tiene como objetivo promover discusiones sobre las diversas de la educación escolar de los pueblos indígenas, utilizando como metodología la investigación teórica y de campo, destacando el trabajo de dos docentes indígenas, de los pueblos Tikuna y Kokama. Se constató que existen limitaciones, desafíos y contradicciones en este proceso educativo decolonial, pero las prácticas educativas emprendidas por estos maestros indígenas posibilitan el aprendizaje de las tradiciones socioculturales de sus pueblos, así como dar un nuevo significado a sus identidades docentes, aún en un contexto urbano adverso predominantemente occidentalizado.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[educação diferenciada]]></kwd>
<kwd lng="pt"><![CDATA[epistemologia intercultural decolonial]]></kwd>
<kwd lng="pt"><![CDATA[identidade docente indígena]]></kwd>
<kwd lng="pt"><![CDATA[Tikuna]]></kwd>
<kwd lng="pt"><![CDATA[Kokama]]></kwd>
<kwd lng="en"><![CDATA[differentiated education]]></kwd>
<kwd lng="en"><![CDATA[decolonial intercultural epistemology]]></kwd>
<kwd lng="en"><![CDATA[indigenous teaching identify]]></kwd>
<kwd lng="en"><![CDATA[Tikuna]]></kwd>
<kwd lng="en"><![CDATA[Kokama]]></kwd>
<kwd lng="es"><![CDATA[educación diferenciada]]></kwd>
<kwd lng="es"><![CDATA[epistemología intercultural decolonial]]></kwd>
<kwd lng="es"><![CDATA[identidad indígena docente]]></kwd>
<kwd lng="es"><![CDATA[Tikuna]]></kwd>
<kwd lng="es"><![CDATA[Kokam]]></kwd>
</kwd-group>
</article-meta>
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