Uma Análise inter e sobrecultural a partir da ótica dos sujeitos envolvidos no terceiro ano do ensino médio da Escola Intercultural Indígena Guateka entre os anos de 2019 e 2022

Abstract

The history of Brazilian indigenous education is associated with colonization, as the Portuguese e Spanish, upon encountering the natives, subjected them to catechism and assimilation into a new culture, modeled after Europe. This period was marked by violence and exploitation of indigenous peoples. It was only in 1988 that indigenous Brazilians were effectively protected by the State and had their rights guaranteed, including the right to school education. This bilingual, intercultural, and differentiated teaching granted autonomy to administrators and teachers to develop their own learning processes, elaborate specific curricula and pedagogical projects, thus considering all their specificities. Knowing that indigenous school education should be intercultural, we investigated, through a Quali-qualitative ethnographic approach, the understanding of graduates and teachers from Guateka school regarding the term interculturality. The results pointed to the need for interculturality to be better explored, especially by teachers, due to their superficial understanding of its concept and applicability.