Crianças indígenas akwẽ-xerente na escola não indígena nos anos iniciais do ensino fundamental, Tocantínia-TO

Abstract

This research addresses the world of indigenous children in urban contexts, focusing on the childhood experiences lived in non-indigenous schools. The central objective is to analyze the challenges these children face, especially in the literacy process, considering the cultural, linguistic, and social issues that permeate their educational journey. The study starts from the understanding that indigenous childhood is marked by cultural specificities that directly influence how children learn and interact in urban educational settings. When placing indigenous children in non-indigenous schools, a series of ruptures and adaptations are observed, both regarding their mother tongue and the pedagogical practices adopted. The research aims to highlight how urban schools may often disregard the traditional knowledge and ethnic identity of these children, which can lead to feelings of exclusion and learning difficulties. The study also discusses the role of the family, educators, and the school community in welcoming and valuing indigenous culture, emphasizing the need for educational practices that respect diversity and promote inclusion. Through personal accounts, document analysis, and literature review, strategies are presented that can contribute to a school environment more sensitive to indigenous realities, thus supporting the holistic development of the child. It is concluded that the education of indigenous children in urban contexts requires public policies and pedagogical actions that recognize and value their identity, promote respect for differences, and guarantee the right to quality education. Therefore, this work is a reflection on possible paths toward building a truly inclusive school that embraces and celebrates Brazil's cultural diversity.