This work is the result of a research carried out in the Aldeia Manoel Alves Pequeno,
whose objective is to reflect on the educational practices employed by the Escola
Estadual Indígena 19 de Abril, in the teaching and learning process, aiming to
present a proposal of the Pedagogical Political Project for this school. It is a case
study, having as reference bibliographical base, among others, the works of:
Albuquerque (1999, 2007, 2011, 2012, 2013), Abreu (2012), Araujo (2015)
Henriques, Gesteira, Grillo And Chamusca (2007), Melatti (1967, 1972, 1973, 1978
and 1993), Mori (2001), Ribeiro (1995), Rodrigues (1986) and Urquiza (2010). In
order to achieve the purpose of the elaboration of the Pedagogical Political Project of
the mentioned school, we developed research of the ethnographic type, from the
perspective of the qualitative approach. We used as techniques to obtain the data,
participant observation, field diary and spontaneous conversations to, from the
intragroup and sociocultural relations of the daily life of a Krahô Indigenous School,
we could provide knowledge and experiences of the Krahô people to provide the
bases Socio-cultural aspects necessary for insertion of the proposal of the
Pedagogical Political Project to be implemented in Krahô indigenous education,
taking into consideration a proposal for Krahô indigenous curricular structure, taking
into account the following areas: Language Sciences, Natural Sciences and Cultural
Sciences. The results show that the interaction of the different traditional knowledge
is favorable to the process of implementation of the project, since the State Escola
Estadual Indígena 19 de Abril has established with ease the articulations between
the Traditional Knowledge Krahô and the School Knowledge, developing activities
that contemplate these Knowledge, however much the bureaucracies of the nonindigenous
educational system are a constant in school life, yet this community
seeks to develop a differentiated work in accordance with the provisions of the
Federal Constitution of 1988. In this sense, we show that the implementation of
bilingual indigenous school education , Intercultural, specific and differentiated is a
preponderant factor for the construction of its own teaching and learning processes,
strengthening a language policy of its own, adopted by the Krahô community in
relation to teaching in the village school of this people
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