“IT'S COMPLICATED, THEY ARE VERY CLOSED”: INDIGENOUS TEACHING AND CULTURE IN URBAN SCHOOLS: docência e cultura indígena na escola urbana

• Autor(a) principal: Silva, Noé Cardoso
• Data de Publicação: 2022
• Outros Autores: Scaramuzza, Genivaldo Frois
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista da FAEEBA (Online)
• Texto Completo: https://www.revistas.uneb.br/index.php/faeeba/article/view/13522
• topic: Teacher. Culture. Culture Indigenous; Cuerpo Docente. Cultura. Cultura Indígena; Corpo Docente. Cultura. Cultura Indígena

This article seeks to describe the perceptions of teachers about indigenous culture and their entry into an Amazonian urban public school with an approach to the cultural identities and differences of these native peoples. The research dialogues with authors from the theoretical field of Cultural Studies and its articulation with education (HALL, 1997; SKLIAR, 2003, CANDAU, 2014, 2012. FLEURI, 2003). The research experience was constituted from the assumption of Bricolage (NEIRA; LIPPI, 2012; KINCHELOE; BERRY, 2007), articulating semi-structured interviews, online discussion groups through digital tools, in addition to document analysis. After carrying out the different strategies for data production, we evidenced from the narratives and discourses that the teachers represent the culture and identity of indigenous peoples in a vision historically constructed through the Eurocentric colonial discourse that seeks their invisibility and/ or marginalization in society.