<?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>2178-5201</journal-id>
<journal-title><![CDATA[Acta Scientiarum. Education]]></journal-title>
<abbrev-journal-title><![CDATA[Acta Scientiarum. Education]]></abbrev-journal-title>
<issn>2178-5201</issn>
<publisher>
<publisher-name><![CDATA[Editora da Universidade Estadual de Maringá - EDUEM]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2178-52012015000400427</article-id>
<article-id pub-id-type="doi">10.4025/actascieduc.v37i4.27213</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Curriculum and the production of indigenous subjects]]></article-title>
<article-title xml:lang="pt"><![CDATA[Currículo e produção de sujeitos indígenas]]></article-title>
<article-title xml:lang="es"><![CDATA[Currículo y producción de los sujetos indígenas]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Nascimento]]></surname>
<given-names><![CDATA[Adir Casaro]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Urquiza]]></surname>
<given-names><![CDATA[Antonio Hilario Aguilera]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Católica Dom Bosco Programa de Pós-graduação em Educação ]]></institution>
<addr-line><![CDATA[Campo Grande Mato Grosso do Sul]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2015</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2015</year>
</pub-date>
<volume>37</volume>
<numero>4</numero>
<fpage>427</fpage>
<lpage>435</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2178-52012015000400427&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2178-52012015000400427&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2178-52012015000400427&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[The policy on school education has always been explicit in its intentions to produce identities for indigenous peoples. The Federal Constitution of 1988 broke with the assimilationist/integrationist/colonizing proposal of curricula imposed on indigenous people and recognizes the ethnic identities of indigenous people inserted within the context of their cultural relations and the right to their customs, values, traditions, languages and knowledge. The use of the mother tongue and of learning processes has been orienting categories in the curricula of their schools. With culture as the focal point of discussion, this text is supported on testimonies by indigenous teachers from Terena, Guarani and Kaiow&#225; tribes, subjects living the ambiguities and conflicts as well as their identities and the identities of those looking for schooling in different communities. Despite the difficulties that the indigenous school still faces, indigenous movements question homogenous and colonizing schooling models. This school is part of their lives and plays its social role of working with knowledge without excluding cultures as producers of sense and meaning, their knowledge that guarantees the difference in curriculum, area of struggle, and in the production of indigenous subjects.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[A pol&#237;tica de educa&#231;&#227;o escolar sempre foi expl&#237;cita em suas inten&#231;&#245;es de produzir identidades para os povos ind&#237;genas. A Constitui&#231;&#227;o Federal de 1988 rompe com o prop&#243;sito assimilacionista/integracionista/colonizador dos curr&#237;culos impostos aos ind&#237;genas e reconhece as identidades &#233;tnicas inseridas no contexto das rela&#231;&#245;es culturais e o direito aos seus costumes, valores, tradi&#231;&#245;es, l&#237;nguas e saberes. O uso da l&#237;ngua materna e de seus processos pr&#243;prios de aprendizagem s&#227;o categorias norteadoras dos curr&#237;culos de suas escolas. Tendo a cultura como centralidade da discuss&#227;o, o texto apoia-se em depoimentos de professores ind&#237;genas das etnias Terena, Guarani e Kaiow&#225;, sujeitos que vivem as ambiguidades e os conflitos bem como as suas identidades e a identidade que almejam para as escolas nas diferentes comunidades. Apesar das dificuldades que a escola ind&#237;gena ainda enfrenta, os movimentos ind&#237;genas colocam em tens&#227;o os padr&#245;es homog&#234;neos e colonizadores de escola. Essa escola faz parte da vida dos ind&#237;genas e cumpre a sua fun&#231;&#227;o social de trabalhar com os conhecimentos sem deixar de fora as culturas deles como produtora de sentidos e significados, os saberes que garantem a diferen&#231;a no curr&#237;culo, espa&#231;o de luta, e na produ&#231;&#227;o de sujeitos ind&#237;genas.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[La pol&#237;tica de educaci&#243;n escolar siempre fue expl&#237;cita en sus intenciones de producir identidades para los pueblos ind&#237;genas. La Constituci&#243;n Federal de 1988 rompe con el prop&#243;sito asimilacionista/integracionista/colonizador de los curr&#237;culos impuestos a los ind&#237;genas y reconoce las identidades &#233;tnicas insertadas en el contexto de las relaciones culturales y el derecho a sus costumbres, valores, tradiciones, lenguas y saberes. El uso de la lengua materna y de sus procesos propios de aprendizaje son categor&#237;as orientadoras de los curr&#237;culos de sus escuelas. Teniendo la cultura como centralidad de la discusi&#243;n, el texto se apoya en relatos de profesores ind&#237;genas de las etnias Terena, Guarani y Kaiow&#225;, sujetos que viven las ambig&#252;edades y los conflictos as&#237; como sus identidades y la identidad que pretenden para las escuelas en las diferentes comunidades. A pesar de las dificultades que la escuela ind&#237;gena a&#250;n enfrenta, los movimientos ind&#237;genas ponen en tensi&#243;n los patrones homog&#233;neos y colonizadores de laescuela. Esta escuela hace parte de la vida de los ind&#237;genas y cumple su funci&#243;n social de trabajar con los conocimientos sin abandonar sus culturas como productora de sentidos y significados, sus saberes que garantizan la diferencia en el curr&#237;culo, espacio de lucha, y en la producci&#243;n de sujetos ind&#237;genas.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[Curriculum]]></kwd>
<kwd lng="en"><![CDATA[Identity]]></kwd>
<kwd lng="en"><![CDATA[Culture]]></kwd>
<kwd lng="en"><![CDATA[Indigenous School]]></kwd>
<kwd lng="pt"><![CDATA[Currículo]]></kwd>
<kwd lng="pt"><![CDATA[Identidade]]></kwd>
<kwd lng="pt"><![CDATA[Cultura]]></kwd>
<kwd lng="pt"><![CDATA[Escola Indígena]]></kwd>
<kwd lng="es"><![CDATA[Currículo]]></kwd>
<kwd lng="es"><![CDATA[Identidad]]></kwd>
<kwd lng="es"><![CDATA[Cultura]]></kwd>
<kwd lng="es"><![CDATA[Escuela Indígena]]></kwd>
</kwd-group>
</article-meta>
</front><back>
<ref-list>
<ref id="B1">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[BATISTA]]></surname>
<given-names><![CDATA[E.]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[Fazendo pesquisa com meu povo.]]></article-title>
<source><![CDATA[Revista Tellus]]></source>
<year></year>
<volume>6</volume>
<numero>10</numero>
<issue>10</issue>
<page-range>139-42</page-range></nlm-citation>
</ref>
<ref id="B2">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[CANDAU]]></surname>
<given-names><![CDATA[V. M. F.]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[Diferenças culturais, cotidiano escolar e práticas pedagógicas.]]></article-title>
<source><![CDATA[Currículo sem Fronteiras]]></source>
<year></year>
<volume>11</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>240-55</page-range></nlm-citation>
</ref>
<ref id="B3">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[NASCIMENTO]]></surname>
<given-names><![CDATA[A. C]]></given-names>
</name>
<name>
<surname><![CDATA[AGUILERA URQUIZA]]></surname>
<given-names><![CDATA[A. H.]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[Currículo, diferenças e identidades: tendências da escola indígena Guarani e Kaiowá.]]></article-title>
<source><![CDATA[Currículo sem Fronteiras]]></source>
<year></year>
<volume>10</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>113-32</page-range></nlm-citation>
</ref>
</ref-list>
</back>
</article>
