This thesis presents a contribution to the school education of the Apinayé people,
through proposals for a Political Pedagogical Project (PPP) for the Tekator and Mãtyk
State Schools, in Mariazinha and São José villages, respectively, in the municipality of
Tocantinópolis/TO. The problem concerns compliance with article 78 of Law No.
9,394/1996, of the Guidelines and Bases of Education, which addresses the
development of integrated teaching and research curricula for the provision of bilingual
and intercultural school education to indigenous peoples. The main objective was to
enunciate an open proposal for the elaboration of PPP with indications of intercultural,
bilingual and transdisciplinary indigenous school education. Regarding the
methodology, a bibliographic and documental review research was carried out, as well
as a field investigation with an ethnographic perspective in the aforementioned villages
and action research with indigenous schools - the study site. As for the theoretical
contribution, the systematized knowledge established by Nimuendajú (1983), Matta
(1976), Rodrigues (1986), Gadotti (1997), Pimenta (1999), Bortoni-Ricardo (2004),
Albuquerque (2011), Arroyo (2012), Almeida (2015), Suanno (2015) and Zaparoli
(2016). Suggestions and models for teaching mother tongue and Portuguese, as well as
for traditional knowledge, were collectively constructed with the indigenous people. The
results and discussions demonstrate the internal and external factors, in the
coexistence between indigenous and non-indigenous, that have consequences in the
school curriculum, such as mixed or interethnic marriages, contact with the majority
community, evaluations of basic education and the new common national curriculum
base. It was understood that the intercultural, bilingual and transdisciplinary indigenous
school is consolidated in integral education, with the overcoming of the model linked
exclusively to curricular components, in which all teachers, servers and those involved
with the school are protagonists in the process of teaching and linguistic maintenance.
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