The indigenous identity Puyanawa school in the context of Acre

• Autor(a) principal: Walker, Maristela Rosso
• Data de Publicação: 2014
• Outros Autores: Teruya, Teresa Kazuko
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Teoria e Prática da Educação (Online)
• Texto Completo: https://periodicos.uem.br/ojs/index.php/TeorPratEduc/article/view/24376
• topic: Teacher´s Education; Indigenous Education; Cultural Studies.; Formação de Professores/as; Educação Escolar Indígena; Estudos Culturais.

The Brazilian Federal Constitution of 1988 and the Law of Guidelines and Bases of National Education no. 9394, from 1996, Articles 3, 26, 78 and 79 regulates the indigenous education in Brazil come from political struggles over three decades of demands for land rights, health and education. This article analyzes the school education in the Indian cultural context, specifically in the State School Indigenous Ixubãy Rabuy Puyanawa, inside Puyanawa Comuunity, situated in the rural area of Mâncio Lima City, state of Acre, western Amazon. It was done an ethnographic study of the Puyanawa Community and instruments to collect data were: participant observation, interviews, document analysis and data triangulation. For data analysis, authors such as Stuart Hall, Therese Maher, Magda Smith and others were used. These main readings are conducive to a pedagogic work and teacher education more inclusive and flexible to establish a cultural policy, concerned with issues related to cultural differences, power, history and identity of indigenous peoples. The political perspectives that support the heterogeneity of experiences in indigenous education, since Brazil has a growing chart regarding the number of students registered in this type of education. The schools in the villages have more than 7,000 teachers in training, according to the 2006 School Census, and this research indicates the difficulty of realizing the differentiated proposals, bilingual, intercultural and autonomous of the indigenous school education.