A Ação Saberes Indígenas na Escola: livros diferenciados e seus usos nas práticas escolares de ensino fundamental na Reserva Indígena de Dourados, MS

Abstract

The Indigenous Knowledge in Schools Action (ASIE) was established through Ordinance No. 1,061 of the Brazilian Ministry of Education (MEC) in 2013. In the same year, the Secretariat for Continuing Education, Literacy, Diversity and Inclusion (SECADI) regulated the initiative through Ordinance No. 98 of December 6, 2013. This study aimed to analyze whether the books produced within the ASIE program contribute to promoting critical interculturality in the educational practices of indigenous municipal schools in Dourados, Mato Grosso do Sul (MS). Specifically, the research sought to: discuss the guarantee of the right to differentiated textbooks/teaching materials for/in indigenous schools and the ASIE program established as a response to this right; inventorying, characterizing, and analyzing the differentiated books present in the municipal schools of the Dourados Indigenous Reserve (RID); and examine how ASIE books are used in these schools from the perspective of school administrators. Adopting a qualitative approach, the study was conducted through a literature review, document analysis, and semi-structured interviews. School administrators from three Indigenous municipal schools in Dourados, Mato Grosso do Sul, were interviewed, and the ASIE books available in the visited schools were described and analyzed. The findings indicate that the books produced by ASIE constitute important instruments for valuing the Guarani, Terena, and Kaiowá languages, as well as traditional knowledge, contributing significantly to the promotion of critical interculturality. The analyzed materials strengthen the recognition of indigenous epistemologies in school spaces, especially if incorporated into pedagogical planning. However, some challenges were identified, including the limited quantity and distribution of the books, the need for teacher education processes to support their appropriate use, and difficulties arising from the weakening of Indigenous languages in certain contexts. The study concludes that ASIE and the analyzed books represent an important step forward in the struggle for differentiated indigenous school education. Nevertheless, their continuity and consolidation depend on ongoing actions and educational practices committed to confronting the coloniality of power, knowledge, and being, while fostering critical interculturality in indigenous schools.