Entre a mobilidade e o direito à educação: estudo sobre à criação da escola indígena Warao urbana e os desafios da construção de um currículo intercultural em João Pessoa/PB.

Abstract

This undergraduate thesis aims to analyze the construction of intercultural educational experiences with the Warao Indigenous people in an urban context, using the city of João Pessoa (PB) as a case study. This is a qualitative research, with ethnographic and cartographic approaches, grounded in escrevivência (life-writing), recognizing the researcher’s role as a social educator at CERMIR as a constitutive part of knowledge production. The study is based on the understanding that Indigenous presence in urban areas is historically marked by invisibility, prejudice, and institutional exclusion, which demands educational approaches that break with colonial logics and promote recognition, redistribution, and active participation of Indigenous peoples in school settings. The analysis articulates the perspectives of critical interculturality and curricular justice as paths to building schools that recognize Indigenous knowledge as legitimate, propose anti-racist pedagogical practices, and value epistemic plurality. Through dialogue with experiences from other Brazilian states (such as Piauí and Pará), the study systematizes the processes of teacher education, curriculum construction, and community participation as essential dimensions for implementing public policies in urban Indigenous education. Ultimately, the study reaffirms that schools can become territories of resistance, as long as they welcome Indigenous presence not as an exception, but as a legitimate and constitutive part of Brazilian education.