O Ensino de geografia nas escolas indígenas de Nioaque/MS

Abstract

This dissertation presents as a central focus of study the teaching of Geography in the context of Indigenous School Education in Indigenous Land schools of Nioaque/MS. Based on the literature review, we discuss how the public policies has constituted the education in relation to the indigenous people in Brazil and Mato Grosso do Sul, seeking to problematize such policies and question their applicability in indigenous schools. We present a historic formation of the Indigenous Land in Nioaque and the inclusion of the school education. We highlighted that interculturalism is one of the main concepts addressed in the National Curriculum Benchmark and in the Indigenous Education projects launched in Brazil. Therefore, our main interest was to analyze to what extent the Geography teaching has contributed to the Intercultural School Education in Terena indigenous communities. The research was carried out through visits and data collection in two schools: The Indigenous Municipal School 31 de Março and its extensions and The Indigenous State High School Angelina Vicente. We performed an analysis of the pedagogical projects of both schools and interviews with the geography teachers, educational coordinators and school principals. We identified that the understanding of interculturalism is still incipient among people who are involved in the teaching-learning process in the surveyed schools. We also identified that some practices in Geography teaching in these schools enable us to think about approaches with the interculturalism.