Indigenous school education and interculturality in the context of the Pataxó Indigenous School of Boca da Mata: cultural flows, borders and territorialization
Indigenous School Education, Pataxó People, Interculturality, Boca da Mata Village
This work arises from issues related to professional experience in the field of indigenous intercultural education. In this sense, I seek to understand the elements of interculturality that involve indigenous school education in the Pataxó School of Boca da Mata. The approach with the subjects of the research has been made from the ethnography. This approach has directed me to the construction of a participant research in the school context of that community. The elements lived up to here have pointed to the centrality of curricula and learning methodology as main elements of differentiation. In Boca da Mata, these elements seem to manifest themselves in the construction of a curriculum focused on the teaching of the mother tongue, the patxôhã, and in the practice of community school activities that promote interaction and learning. The consolidation of these intercultural practices of school education has faced challenges regarding its effectiveness. The disputes and achievements with regard to legislation for indigenous peoples seem to reflect these conflicts. In this sense, as these populations seek to insert differentiated knowledge and community practices into educational processes for future generations, intercultural processes tend to manifest themselves in forms of knowledge and interaction linked to the ethnic community and their history of struggle for the territory.