This research work aimed to understand the meanings that involve teaching practices in the contexto of school indigenous people and practices associated with traditional knowledge in the territory Tikuna, as well as being able to search and discusis the difficulties encountered based on the experiences of professionals in bringing the reality thease knowledge and cultural values. To carry out the research, we used principles of qualitative epistemology and the constuctive-interpretive methodology with paarticipants from the field of indigenous education, through the content raised in the theoretical reference on the legal framework of indigenous education, traditional knowledge, curriculum, culture and identity. Based on the analysis of cases one can see the importance of differentiated indigenous education can change the perception of professionals the notion of exclusion of the traditional knowledge of the school indigenous people and the search for their insertion. It matters what the struggle and the memories from the ancestors comers to light the landmark of reality of teaching-learning of the Tikunas for the gain of indigenous education. It was possible to characterize that a subjective senses are associated with: defende of indigenous culture, philosophy and identity both enveloped by a sense of trust and coonviction in the process of preserving and to carry forward the values, aesthetic, ethics and politics involving the promotion of indigenous identity. Its is noteworthy that this research seeks to demonstrate the contexts and practices adopted within the community and at the indigenous school turned to the proper forms of educating with traditional knowledge Tikuna. Finality the present work pointed ways for the realization of new intercultural knowledge, interdisciplinar and pedagogical actions that can be worked within the field of teaching-learning of the children Tikunas.
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