Práticas educativas de professores(as) indígenas e as políticas públicas: reflexões acerca de uma escola indígina do povo Potiguara - PB

Abstract

This study aims to analyze the indigenous teachers’ educational practices who teach at Indigenous Elementary and High School Índio Pedro Máximo de Lima, located in Três Rios village (Marcação-Paraíba, Brazil), through documents observation considering education policy prepared for this ethnic segment. Our proposal is focused on Education field through dialogue with Social Services from Cultural Studies perspective. Theoretical framework embraces studies developed by Moreira & Candau (2012), Bergamaschi (2012) and Santiago et al. (2013), which were part of this research composition, among others. Methodology compels ethnographic qualitative research based on dialogue with authors such as Bogdan & Biklen (1994), Chizotti (2013) and Weller & Pfaff (2011), using semi-structured interview with participant observation performed at research field. We hope that this study, because of its importance, may contribute discussion able to problematize indigenous peoples in the educational field, considering especially Potiguaras’ educational reality, in order to offer a new significance about their contributions to ethnic-racial and Education issues related to social and ethnic diversity. We believe that this research can encourage new understanding possibilities for these peoples in the current educational scenario.