A gênese da educação escolar indígena no etnoterritório Wassu-Cocal: reflexões sobre os marcos legais

• Autor(a) principal: Gomes, Valdeck
• Data de Publicação: 2021
• Outros Autores: Cavalcante, Valéria Campos
• Tipo de documento: Artigo de conferência
• Idioma: por
• Título da fonte: Repositório Institucional da UFS
• Texto Completo: http://ri.ufs.br/jspui/handle/riufs/16590; http://dx.doi.org/10.29380/2021.15.11.01
• topic: Currículo; Educação escolar indígena; Contra-hegemonia; Curriculum; Indigenous school education; Counter-hegemony

This article aims to present the genesis of the schooling process in the Wassu-Cocal ethnoterritory, wich is the result of a qualitative bibliographic and documentary research on the standardization and consequently creation of schools in this indigenous community. We seek to build arguments, problematizations to understand the legal paths for the implementation of Indigenous School Education in the community investigated. To this end, we explain the legal milestones in which indigenous school education is supported, and which support the maintenance, functioning and existence of differentiated education, specific both at the national level, and particularly delimiting indigenous school education in Alagoas, specifically in the Wassu-Cocal ethnoterritory. We think that addressing the theme implies considering and recognizing the advances and setbacks in indigenous education in Alagoas, as well as the epistemologies practiced, other pedagogical knowledge, cosmologies that is the basis of its praxis in indigenous school education. As a theoretical basis we use Alberti (2013), Edson Silva (2007), Ferreira (2013), Gomes (2012), Junior (2013), among others. We conclude by reaffirming indigenous resistance, envisioning a more consistent future in relation to school knowledge, with autonomy and aware where they will arrive with the curricula practiced and thought.