O currículo escolar Karipuna: em busca do rosto do povo e de um projeto de vida

Abstract

This article examines the curriculum of the Jorge Iaparrá State Indigenous School, located in the Manga Village, in the municipality of Oiapoque/AP, questioning whether this curriculum reflects the face of the people and the life project of the Karipuna indigenous people. The objective of the research was to analyze the legal and real perspectives of the school curriculum experienced at the school, reflecting on the foundations of Indigenous School Education and the curricular perspectives present in the guiding documents, as well as observing the educational practices experienced by indigenous students during the Pedagogical Practices and Supervised Internships developed in the Pedagogy course. Of a qualitative nature, the methodological approach started from direct observation and bibliographic and documentary research through books and the school's Political Pedagogical Project. Theoretically, the aim was to understand the principles that underpin the curriculum, through Barretto (2000), Silva (2001) and Saviani (2010), in dialogue with the curriculum of the Indigenous Missionary Council for Indigenous Elementary Schools (2006) and the National Curriculum Framework for Indigenous Schools (1998). The research results pointed to the importance of having a curricular proposal in accordance with the life of the indigenous student, in which the school becomes a welcoming space for the entire educational community, seeking to promote its own curricular components, which value community characteristics and especially the experiences of the students, without abandoning the legal norms that structure the common curricular base.