Interculturalidade na educação indígena: o caso do curso técnico integrado em agroecologia do Instituto Federal do Pará: do discurso à prática

Abstract

This research aimed at analysing the construction of the Pedagogical Political Project of the Technical Course Integrated in Agroecology aimed at the indigenous people of the Federal Institute of Pará from the principle of interculturality. The theoretical background was developed in the area of education and interculturality. In order to contribute with the reasearch, we also refer to concepts related to the Pedagogy of Alternation and Pedagogical Political Project. The Research approach is qualitative, using instruments such as bibliographical Research (CERVO,1993), Documentary (MENGA LUDKE and ANDRÉ, 1986) and questionnaires analysis (GIL, 2008). The Research results are presented through direct and indirect quoting by the participating professors of the research, enabling us to see their pedagogical paths during the course and through observations over the construction of the Pedagogical Political Project, supported on legal reasoning and on authors that discuss the matter of Indigenous School Education and Interculturality. We found that there was a process of collective construction of the Political Pedagogical Project, which favors an intercultural environment, besides observing that the teachers have appropriated the terminology Interculturality, associating it with their daily pedagogical activities