A luta política para a construção de currículos interculturais e decoloniais pelos indígenas

Abstract

This paper analyzes how Indigenous teachers with master's degree in Education have regarded the achievements, protagonism and resistance of their people in the construction of an intercultural, decolonial curriculum. Indigenous teachers of different Brazilian ethnicities, with master's degree in Education, were interviewed. The analysis has been based on the theoretical reflections on critical interculturality and decoloniality. The analysis has shown that, for the Indigenous teachers, the intercultural, decolonial curriculum is a project, a construction, something that has been achieved through the protagonism and resistance of the Indigenous people. They emphasize their perception that their existence in terms of people, culture, and identity is due to their historical struggle not to comply with the western logic. At this moment of conservative turn, it should be highlighted that the struggle of Indigenous people has shown on a daily basis that it is possible to educate in difference, with no discrimination, by valuing and respecting cultural identities and differences.