O ensino e a prática intercultural na escola kokama da comunidade indígena de Sacambú I- tabatinga -am

Abstract

This study contextualizes intercultural education through the pedagogical practices of Indigenous and non-Indigenous teachers at the Sacambu-I Indigenous school. Its primary focus is to understand how the concept of interculturality is woven into the pedagogical practices of daily school life at the Kokama school in the aforementioned community, amidst the cultural diversities that intertwine in the Amazonian tri-border region. In this context, intercultural education has the potential to significantly impact education within the Indigenous school setting by fostering the construction of new knowledge. Furthermore, the adoption of intercultural practices by teachers not only enriches learning but also enables the development of enjoyable and engaging activities for students. Such practices can positively transform the educational experience, making it more inclusive and meaningful. This research is ethnographic in nature and draws upon the theoretical contributions of authors such as Brasil (1996), Candau (2011), Fleuri (2003), Gomes (2007), and Lima (2018), among others. Data collection involved participant observation, semi-structured interviews with five teachers, and field journal entries. The study's main findings highlight the importance of increased investment in specialized teacher training—for both Indigenous and non-Indigenous educators—to enable them to perform effectively and meet the specific needs of students at the Sacambu-I Indigenous school. We also emphasize the necessity of balancing practical and theoretical lessons within the school environment to ensure students can fully assimilate and comprehend the material. Finally, the study demonstrates that intercultural teaching and practice are of paramount importance; they provide students with new knowledge applicable to their daily lives while positively impacting their learning and overall development.