Desafios na inclusão da educação indígena potiguara/PB no currículo escolar

Abstract

This undergraduate thesis aims to analyze differentiated Indigenous education at Escola Estadual Pedro Poti, located in Aldeia São Francisco, focusing on the revitalization of Potiguara culture through educational practices. Differentiated Indigenous education is understood as one that respects and values the cultural, historical, social, and linguistic specificities of Indigenous peoples, promoting teaching that is appropriate to their realities and ways of life. The research seeks to understand how educational processes aimed at the Potiguara Indigenous population have contributed to the preservation and strengthening of this community's cultural traditions. Using a qualitative approach, the study involves the analysis of pedagogical practices developed at the school, considering the cultural, linguistic, and social specificities of Potiguara students. It also discusses the impact of differentiated education on the appreciation and transmission of traditional knowledge to new generations, pursuing an education that respects and promotes Indigenous identity. The bibliographical research drew upon authors such as Silva (2016), Araújo (2023), Cardoso (2012), Gonçalves (2011), Freire (1996), Sacristán (1995), among others. The work highlights the importance of culturally relevant pedagogy that contributes to the formation of citizens aware of their cultural heritage and Indigenous rights. Finally, the study emphasizes the role of the school as a space for resistance and revitalization of Potiguara culture, underlining the need for educational policies that ensure quality Indigenous education while respecting the specificities of Indigenous peoples.