Tensões na construção das escolas indígenas interculturais e diferenciadas nas aldeias guarani do Rio de Janeiro

Abstract

Indigenous school education is ensured by the Law of Guidelines and Bases of National Education, in its article 78, which also determines that it will be intercultural, bilingual and differentiated. The conception of concepts associated with indigenous schools has multiple interpretations, which can cause tensions when defining school guidelines, curricula and structures. the general objective of the present research is to discuss the existing tensions in the concepts of interculturality, bilingualism and differentiated indigenous school in the formation of indigenous schools in Rio de Janeiro, focusing on field research carried out at the Guarani m'byá indigenous school in the village of Itaipuaçu, with regard to the concept of interculturality underlying the construction of the school. To this end, a qualitative research was carried out, whose data collection was carried out through a systematic literature review and a field research carried out in the indigenous schools of the villages of the municipality of Maricá, in Rio de Janeiro. The results of the systematic review returned 13 studies, which were analyzed and discussed in relation to field research and the theoretical concepts presented. It is concluded that tensions in relation to indigenous education are present in the curriculum, in the concept of interculturality and in the training of bilingual teachers. The indigenous schools in Rio de Janeiro are undergoing a construction process, through which the indigenous seek to build actions aimed at the autonomous management of the institution, as well as the construction of pedagogical practices and curricula based on traditional knowledge.