The Krahô indigenous people occupy a territory of the northeast region of the state of Tocantins.
Part of the immaterial patrimony of the Krahô includes traditional knowledge rooted in the ludic
universe and its corporeality, which is revealed in their rites, dances, myths and their
cosmology. The overall objective of this dissertation is to propose a pedagogical approach for
the teaching of Physical Education in the Krahô indigenous school context that is appropriate
for the school’s intercultural and bilingual curriculum. This study is classified methodologically
as ethnographically based. Ethnographic research is characterized by the objective of describing
and interpreting the relations among a determined group of people within their cultural context.
Several key figures participated in the study as research assistants, including teachers at the
state indigenous school 19 de Abril, indigenous leaders and members of the Manoel Alves
Pequeno village community, located in the Kraholândia indigenous territory. For the theoretical
basis, Melatti (1978, 2007, 2009a, 2009b), Geertz (1989, 2002), Daolio (1995, 2004, 2007),
and Albuquerque (2012, 2014) were used as primary authors, in addition to the RCNEI (1998)
and SEDUC (2013) as curricular references. For the development of the methodology, data
collection was conducted through participant observation, open interviews and documentary
analysis. According to the results, we find that indigenous education presents itself as a strategy
for strengthening the culture of the Krahô, in order to foster intercultural dialogue between this
indigenous group and other ethnic groups. In a similar sense, indigenous Physical Education
can play a role in the Krahô indigenous context, based on an approach that contemplates the
ludic element, culture and corporeality, and can also contribute to the maintenance, preservation
and rescue of Krahô traditional knowledge. We find that Krahô Indigenous Physical Education,
within an intercultural and bilingual perspective, should include corporeal cultures of
movement of the world, Brazil, other indigenous peoples, as well as the Krahô people’s own
corporeal culture of movement as pedagogical content. Therefore, the realization of the
Traditional Krahô Games as a practice of the group’s corporeal culture of movement can be
integrated as a subject to be studied in the village school context.
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