DECOLONIALIDADE: DA TEORIA A PRÁTICA PEDAGÓGICA INTERCULTURAL NA ESCOLA MUNICIPAL INDÍGENA JOÃO HAMILTON EM TEFÉ/AM

• DOI: https://doi.org/10.22533/at.ed.21525151013

• Palavras-chave: Colonial. Decolonial. Diálogo. Educação. Interculturalidade.

• Keywords: Colonial. Decolonial. Dialogue. Education. Interculturality.

• Abstract: This article with the title / theme, decoloniality: From the theory Intercultural pedagogical practice at the Indigenous Municipal School João Hamilton in Tefé / AM, aims to describe the strategies used for the development of intercultural education of indigenous matrix Next to the students of the Ethnies: Miranha, Kokama and Baniwa. It is justified from the prior understanding that education in its indigenous intercultural / antiracist perspective with decolonial bias is in evidence at the epistemological core, that is, there is an evolution as its pedagogical praxis, However, it is necessary to demystify the herds of colonial education, in the classic sense that decoloniality assumes the protagonism deserved in indigenous schools, among which the Indian Municipal School João Hamilton in the Munícipio de Tefé / AM. It was used as a method for building the theoretical framework for the premise of qualitative literary / bibliographic and documentary analysis. That is, a bibliographic about duly published materials that are available on virtual platforms and / or libraries, among these: Google Academic, Caps and Scientific Electronic Library Schedule - SciELO. As for the results and discussions we opted for in place, informal dialogues, notes and iconographic records. The results in themselves indicate that indigenous intercultural education developed at the Rural Indian School João Hamilton is in the process of growth. With a teaching staff of eight teachers, only two, which have indigenous ethnic origin and, which use the intercultural decolonial pedagogy. Of these, one dominates the NHEENGATU language and the Portuguese language, seeks to adapt the curriculum considering the specificities of the eighty-eight students of the three ethnicities.