Saberes tradicionais Krahô e educação escolar indígena: um diálogo possível na Escola Indígena 19 de abril

Abstract

This work is the result of a survey conducted in the village Krahô Manoel Alves that consisted of analyzing how happens the dialogue between Traditional Knowledges of Kraho and School Knowledges in the Indigenous School 19 de Abril, as well as how the interaction takes place among the indigenous community and the school institution located in this village. To achieve this purpose, we developed a ethnographic research, in view of the qualitative approach. We used as techniques for obtaining the data, participant observation, field diary and the semistructured interview. In the period of the survey were registered some celebrations and rituals practiced by Kraho community and we watched classes in the village school to know the pedagogical practice of the teachers. We observed how are thought and developed the school activities and what is the participation of the indigenous community in this process. It constitutes the theoretical basis of our analyzes, the discussions of Maher (2006), D'Angelis (2012) Luciano (2006.2011), Grupioni (2000.2006), Carneiro da Cunha (1998, 2010), Almeida (2010), among others. The results show us that the dialogue between the different knowledges is possible and that the Indigenous School 19 de Abril has established dialogue between Traditional Knowledge of the Kraho and the School Knowledges, developing activities that contemplate the different knowledges. The results also show that there is a constant interaction between the village community Manoel Alves and educational institution in this community and that this interaction enables the dialogue between the knowledges in school context. And they point still that, the interaction established between that indigenous community and the Indigenous School 19 de Abril sets out the viability of school effectiveness of indigenous bilingual school education, intercultural, specific and differentiated in this village