Uma análise da educação escolar indígena no ensino médio do município de Tabatinga - AM Brasil

Abstract

This study had as its theme an analysis of the school curriculum between two state schools in order to verify the inclusion of indigenous education in school education according to the assessment of students and teachers at the Almirante Tamandaré Indigenous State School and the Duque de Caxias State School. With that, the objective was to analyze the school education curricula of the city, trying to understand through the perception of the school body how the indigenous education Tikuna is being inserted in the middle of the schools of the city of Tabatinga. The research methods were the mixed exploratory approach, with a hypothetical-deductive method, the technique used was indirect documentation, with the application of questionnaires and interviews, with students, teachers, principals and pedagogical support, before and after the Covid pandemic. 19. The results show that in the evaluation of students about the school and indigenous education regarding the structure and contents taught in both schools on a regular basis with 80% to 83%, on the expression used, the contents taught, 94% in the EEAT agree that the application of indigenous education could be combined with subjects that use greater expression, such as languages, exact and arts, but in both schools, 90% do not participate in any intercultural project, the others participate in other courses. In the view of the teachers, the achievement in the EEDC is 57%, and in the ESA only 37%, and the majority of the teaching classes agree with the use of the BNCC for the insertion of school education, but in the curricula they are established, but not practiced. In this sense, the results were satisfactory, as there was a monitoring of the daily lives of indigenous people in schools, still guiding the use of intercultural projects within the school, and the use of training and for teachers.