O Ensino de geografia na educação escolar indígena: reflexões com base na Escola Municipal Indígena Ñandejara pólo em Caarapó (MS)

Abstract

This research focuses on the Indian reservation Te ' Ýikue in the city of Caarapó , Mato Grosso do Sul, demarcated in 1924 by the Indians Protection Service ( IPS ) with 3,600 hectares and a population of more than 4,000 indigenous Kaiowá and Guarani . This study was aimed to analyze the characteristics of geography‟s education in indigenous education of this city to identify the limits and possibilities of geography worked in relation to intercultural education. According to data obtained from the Caarapó‟s city Department of Education in 2015, there were enrolled approximately 1,741 students, from ethnics Guarani Kaiowa and Guarani Ñandeva distributed in kindergarten, elementary school , high school and adult education. However, it is important to emphasize that this research focused only on primary education offered at the school Ñandejara Municipal Polo. Based on the literature review, we read and analyzed the project political and pedagogical of that school in order to identify the main objectives and characteristics regarding the curriculum and in relation to intercultural education; we also conducted semi -structured interviews (with coordinators and teachers) and attended some geography lessons in order to identify in which extent geography worked has contributed to realize the interculturalism. Overall, we found that the school since 1997 is already seeking to work in a different perspective , and this has been reflected in the practices of teachers in which we found that although it work even with universal contents Geography teachers have sought to build other mechanisms , presenting that way, enabling that discipline to help build intercultural dialogue.