Indigenous school education: curriculum development in practice in the 4th, 5th and 6th years of the indigenous school of the Kariri Xocó de Alagoas Reservation in the period 2019-2020

Abstract

This work contributed to understanding the importance of curricular content in practice, linked to indigenous cultural issues, since normatively Law 11.645/2008 and the Curricular References for Indigenous Education brought significant changes to Brazil. Three main axes of reflection and theoretical support were established, in order to trace indigenous school education from the perspective of the institutionalized curriculum; considering the pedagogical practices and the permanence of culture, thus dialoguing with the theoretical foundation of the Sacristan; Bourdieu; Luciano; Saviani, Bergamaschi; Candau; Munduruku; Silva, among others who helped compose the trajectory of this theoretical framework. With the general objective, to analyze whether the institutionalized curriculum in the classes of 4th, 5th and 6th grade of the Kariri Xocó indigenous school of Alagoas dialogues with their cultural specificities.