Línguas e culturas no currículo das escolas indígenas municipais de Dourados no contexto da BNCC

Abstract

Since the Federal Constitution of 1988, indigenous people have guaranteed the right to a differentiated education with the use of their own learning processes and the use of their mother tongues, however the imposition of the BNCC has brought many challenges to indigenous schools. The aim, therefore, was to answer the question: What is the place given to indigenous languages and cultures for Indigenous Schools to reformulate their curricula in the context of the National Common Curricular Base? To this end, we used qualitative research using documentary analysis and semi-structured interviews, seeking, based on the data produced, to carry out analyzes on benefits and/or setbacks that the BNCC context can bring to Indigenous School Education. As for the results, it was possible to verify that the imposition of the BNCC in the curricular reformulation of municipal indigenous schools in the Indigenous Reserve of Dourados/MS has caused changes in the educational practice of these schools in the sense that, in order to contemplate the BNCC, it was necessary to make adaptations in there. The BNCC began to exert a strong influence on school curricula, causing tensions in the opposite direction to that of “curricular decolonization/decolonization”, proposed in this research through “Critical Interculturality”.