A interculturalidade na educação: uma escola da etnia guarani e seus desafios na formação

Abstract

Diversity is present in school education in all its stages: from basic to higher education. Working with diversity means enriching knowledge through living with different cultures. The object of study of this dissertation is the subjects that compose the Carlos Alberto Cabreira Machado Indigenous School, which belongs to the Rio das Cobras indigenous land, in the Rio da Lebre village, in Nova Laranjeiras/PR. Indigenous School Education is directly linked to issues of diversity, and for better understanding and working with the reality of these people, it is necessary to understand the work of Intercultural Philosophy, which prioritizes the exchange of knowledge promoted by different cultures. Like any educational institution, the school has its Political Pedagogical Project (PPP) focused on its reality, seeking to meet the specificities of the indigenous Guarani ethnic group, to develop a quality education with respect and appreciation of the students' culture. This research aims to analyze the performance of indigenous and non-indigenous teachers with the students, verifying the professionals' understanding about the reality of these people, also addressing the role of the community in the teaching and learning process, since everyone is part of the school. Using the exploratory methodology of qualitative nature, it is important to understand all the aspects that involve the reality of the school studied. Firstly, a bibliographical survey was made for theoretical understanding of Indigenous School Education, Intercultural Philosophy, and the history description of the community and school. To analyze the performance of teachers with their students, the instrument known as closed interview was used, which provides the possibility to identify the actions developed in the process of teaching/learning. We conclude that the lack of appreciation of the profession discourages teachers, noting, however, that there is not enough knowledge to work with the precepts of Intercultural Philosophy. Teachers need to know deeply the history and reality of these people, so it would be possible to exchange knowledge in the classroom. It is realized that the government doesn’t appreciate the students’ reality, because there is not a concern in developing strategies that value the culture of these people, and then, to collaborate in the teaching/learning process. We conclude with this dissertation the absence of an intercultural work and, at the same time, the difficulty in actually knowing the reality of the students that compose the researched teaching institution.