Organização do trabalho pedagógico na Educação Infantil na Escola Indígena Waikarnãse

Abstract

This article examines the organization of pedagogical work in Early Childhood Education, with an emphasis on the context of Indigenous education and the processes of teaching and learning in the mother tongue. It initially discusses the meaning of Early Childhood Education, highlighting its fundamental role in the formation of children, especially in Indigenous communities. The study investigates how the school becomes a privileged space for valuing Indigenous culture, promoting both the preservation of the mother tongue and the strengthening of the identity of Xerente children. The commitment of educators to adapting pedagogical practices to the cultural specificities of the community is evident, demonstrating a consistent dedication to inclusive and contextualized education. Throughout the text, the results and discussions arising from the investigation conducted at the Indigenous school are presented, indicating that teaching in the mother tongue significantly contributes to students' cognitive and social development. The research also identifies challenges faced by teachers in implementing pedagogical practices aimed at valuing Indigenous culture and language, highlighting the importance of ongoing professional development and educational policies that recognize and respect the particularities of these communities. In summary, the article reinforces the relevance of structuring pedagogical work in Indigenous Early Childhood Education, advocating bilingual teaching as an essential strategy to strengthen cultural identity and promote quality, inclusive education tailored to the realities of Indigenous people.