O currículo e identidade cultural: a educação escolar indígena no centro de ensino médio indígena xerente – warã

Abstract

This article analyzes Indigenous School Education and Indigenous Education, focusing on the curriculum of the Xerente Indigenous High School Center – Warã (CEMIX), located in the Xerente Indigenous Land, in the municipality of Tocantínia – TO. The research seeks to understand how the curricular organization of this institution meets the cultural and linguistic specificities of the Akwe-Xerente people, ensuring an intercultural, bilingual and differentiated education, as recommended by the National Curricular Guidelines for Indigenous School Education (Ordinance 14/99; Opinion CNE/CEB no 13/2012). The methodology used is qualitative and exploratory in nature, based on bibliographic review and documentary analysis. Legislation, opinions and institutional documents were examined, such as the CEMIX Political-Pedagogical Project (PPP), in order to identify how the school curriculum incorporates traditional indigenous knowledge and the official guidelines of Brazilian education. Furthermore, the research differentiates Indigenous School Education, which takes place within schools and follows a formal teaching structure, from Indigenous Education, which takes place in everyday practices and the oral transmission of traditional knowledge. It is concluded that, to strengthen Indigenous School Education, it is essential to guarantee the autonomy of communities in the construction of the curriculum, ensuring that it respects the ways of life and values of indigenous peoples, while at the same time enabling access to scientific and technological knowledge.