Banca de QUALIFICAÇÃO: TAYSA KAWANNY FERREIRA SANTOS

Educational Policies; Indigenous School Education; Decolonization of knowledge; Indian people; Interculturality.

This research aimed to analyze Public Educational Policies in the School context of the territory of the Xukuru-Kariri indigenous people in Serra do Amaro, located in the city of Palmeira dos Índios/AL. Therefore, it was necessary to know the public policies of Indigenous School Education at the Balbino Ferreira State School; to identify the intentionality of public educational policies in the Political Pedagogical Project, in the contents of textbooks and in the teacher's classroom praxis and to diagnose how these policies have put into effect a proposal for a differentiated education in the territory of Serra do Amaro. This study was guided by the approach of qualitative research and was anchored in the assumptions of content analysis (BARDIN, 2004). It was a case study in which an ethnographic research stance was adopted, with the intention of valuing listening, observations and respect for sociocultural practices. The research was carried out with the Xukuru-Kariri people who inhabit the territory of Serra do Amaro in the municipality of Palmeira dos Índios/AL, in the Alagoas agreste region, known as the Princesa do Sertão, because it is located in the transition zone between the agreste and the sertão about 135.6 km from the capital Maceió. The results showed that when analyzing the public educational policies of Indigenous School Education, it is necessary to understand the strategies and actions that promote the recognition of differences being thought from the various social actors and especially by indigenous leaders and teachers. Therefore, the processes of Indigenous School Education are intertwined in an interculturality and lead to a pedagogy of encounters.