Proposta do projeto político pedagógico da Escola Estadual Indígena 19 de Abril

Abstract

This work is the result of a research carried out in the Aldeia Manoel Alves Pequeno, whose objective is to reflect on the educational practices employed by the Escola Estadual Indígena 19 de Abril, in the teaching and learning process, aiming to present a proposal of the Pedagogical Political Project for this school. It is a case study, having as reference bibliographical base, among others, the works of: Albuquerque (1999, 2007, 2011, 2012, 2013), Abreu (2012), Araujo (2015) Henriques, Gesteira, Grillo And Chamusca (2007), Melatti (1967, 1972, 1973, 1978 and 1993), Mori (2001), Ribeiro (1995), Rodrigues (1986) and Urquiza (2010). In order to achieve the purpose of the elaboration of the Pedagogical Political Project of the mentioned school, we developed research of the ethnographic type, from the perspective of the qualitative approach. We used as techniques to obtain the data, participant observation, field diary and spontaneous conversations to, from the intragroup and sociocultural relations of the daily life of a Krahô Indigenous School, we could provide knowledge and experiences of the Krahô people to provide the bases Socio-cultural aspects necessary for insertion of the proposal of the Pedagogical Political Project to be implemented in Krahô indigenous education, taking into consideration a proposal for Krahô indigenous curricular structure, taking into account the following areas: Language Sciences, Natural Sciences and Cultural Sciences. The results show that the interaction of the different traditional knowledge is favorable to the process of implementation of the project, since the State Escola Estadual Indígena 19 de Abril has established with ease the articulations between the Traditional Knowledge Krahô and the School Knowledge, developing activities that contemplate these Knowledge, however much the bureaucracies of the nonindigenous educational system are a constant in school life, yet this community seeks to develop a differentiated work in accordance with the provisions of the Federal Constitution of 1988. In this sense, we show that the implementation of bilingual indigenous school education , Intercultural, specific and differentiated is a preponderant factor for the construction of its own teaching and learning processes, strengthening a language policy of its own, adopted by the Krahô community in relation to teaching in the village school of this people