Protagonismo da mulher potiguara: desafios e possibilidades da educação escolar indígena com ensino diferenciado

Abstract

This study aims to identify the protagonism of Potiguara women through their stories of struggle, analyze the pedagogical practices carried out by female teachers, and present their contributions to Indigenous Education with differentiated teaching. Methodologically, this research adopts a qualitative approach based on action research and employed bibliographic and field research as its procedures. For the bibliographic research, we relied on Bakke (2002), Braga (2021), Gomes (2021), Santos (2021), and Pereira (2020). Regarding the field research, we attended several meetings of the Potiguara Narratives and Anama: Strengthening Indigenous Youth projects, as well as made some visits to Pedro Poti School. As for the research corpus, we analyzed testimonies of Potiguara women about Indigenous education and differentiated teaching, along with transcriptions of audio recordings containing the answers to the applied questionnaire. In conclusion, we found that the protagonism of these women contributed significantly to the appreciation of Indigenous education with differentiated teaching. However, many actions still need to be carried out beyond the school environment.