CURRICULUM EXPERIENCED IN INDIGENOUS SCHOOLS: FOCUS ON THE (RE)INVENTIONS OF A COUNTER-HEGEMONIC EDUCATION
Curriculum, Indigenous School Education, Counter-hegemony
This work seeks to investigate the school curricula experienced in two indigenous schools, located in the municipality of Joaquim Gomes, region of the Alagoas Forest Zone, Wassu Cocal ethnoterritory. It is a curricular investigation in an intercultural perspective, which focuses on Elementary School Early Years. Therefore, the work intends to answer the problem question: To what extent are the investigated schools able to build a counter-hegemonic education, considering in their school curricula the traditional knowledge and knowledge of the Wassu Cocal ethnoterritory? The methodology uses a qualitative approach, using the “multiple case study” (STAKE, 2006), (YIN, 2001) with a literature review based on the theorists Baniwa (2006), Ferreira (2013), Gomes (2008), Quijano (2010), Silva (2007), Walsh (2009), content analysis based on Bardin (2011). It is expected to understand and unveil curricular possibilities and specificities practiced, experienced in indigenous schools.