Educação intercultural na escola do campo: diálogos e encontros decoloniais

Abstract

Rural education aims to form autonomous, critical and emancipated individuals, with education that values and respects the diversity of cultures present in the school space and beyond. beyond. This strengthens them as social subjects who have their own history, knowledge, struggles and traditions, becoming political agents in the struggle for decisions that guarantee their individual and collective rights. individual and collective rights. This article reflects on intercultural education in rural schools. the Higina Bonilha Rolim Municipal School, located in the Vera Cruz Community, Maués-Atlantic. Vera Cruz Community, Maués-Am. This is a bibliographical and field study, with content analysis guided by Bardin and aims to identify decolonial paths in Amazonas through in Amazonas through intercultural education in rural schools. The theoretical basis is based on authors such as Freire, Fleuri, Fernandes and Molina, Ribeiro (2006), Albarado and Walsh. The reflections point out that, although rural schools receive planning with urban urban characteristics, it seeks to develop an approach in its educational practices that the hegemonic logic, valuing the knowledge of each student and recognizing the their family and community experiences in the construction of reflexive-critical thinking. These are decolonial dialogues and encounters because they give due importance to cultural cultural practices as forms of knowledge production. The decolonial approach, combined with policies, can make a significant contribution to promoting social justice, valuing diversity and justice, valuing diversity and building a more egalitarian society. Keywords: Intercultural education. Rural school. Decoloniality.