INDIGENOUS SCHOOL EDUCATION IN THE MÃE MARIA INDIGENOUS LAND IN SOUTHEAST PARÁ AS A TOOL FOR CULTURAL RESISTANCETITLE

Authors

DOI:

https://doi.org/10.29280/rappge.v11i1.18313

Keywords:

Indigenous School Education; Cultural Resistance; Gavião Peoples; Public Policies; Interculturality

Abstract

This article analyzes Indigenous school education in the Mãe Maria Indigenous Land, located in Bom Jesus do Tocantins (Pará, Brazil), from the perspective of the relationships between the extended State, hegemonies, and the cultural resistance of the Gavião people. The qualitative research was based on a literature review and document analysis, aiming to understand how public policies and pedagogical practices influence the construction of a specific, differentiated, bilingual, and intercultural education. The results show that, despite attempts at cultural homogenization, Indigenous communities have promoted actions of resistance and the strengthening of their identities through education. This analysis reveals not only the impacts of state policies on Indigenous education but also highlights the protagonism of the Gavião peoples in constructing pedagogical alternatives that reaffirm their identities. In this context, education becomes an instrument of resistance, memory, and continuity of ancestral knowledge in the face of hegemonies.

Author Biographies

Marlene Borges de Carvalho, Universidade Estadual do Amazonas (UEA)

Doutoranda em Educação na Amazônia - EDUCANORTE-UFAM-Universidade Federal do Amazonas / UEA-Universidade do Estado do Amazonas (2023-2027); Mestre em Letras UNIFESSPA-Universidade Federal do Sul e Sudeste do Pará (2018-2020); Especialista em Língua Inglesa (FIJ); Língua Espanhola (FIJ); Educação a Distância; Gestão, Coordenação, Planejamento e Avaliação Escolar (INTA_FID).

MAURO GOMES DA COSTA, UEA-UNIVERSIDADE DO ESTADO DO AMAZONAS

Associate Professor A at the State University of Amazonas (UEA). PhD in Education from the State University of Campinas (UNICAMP); Master’s degree in Education from the Federal University of Amazonas (UFAM, 2004); Specialization in Higher Education Methodology from the Federal University of Amazonas (UFAM, 2001); Bachelor’s degree in Philosophy from the Catholic University of Brasília (1996). Professor and advisor in the Master's Program in Science Education in the Amazon, the Master's in Education, and the Doctoral Program in Education in the Amazon (PGEDA/EDUCANORTE – Call 002/2022). Coordinator of the Academic Master’s Program in Science Education in the Amazon (2019–2021). Vice-Coordinator of the Academic Master’s Program in Education – PPGED/UEA (2022–present). Leader of the Research Group on Foundations of Education and Science Teaching (GPFEEC). Editor of the Revista Areté (Manaus) in 2021. Member of the Editorial Board of Areté (2017–2022). Has experience in teaching philosophy (high school and higher education) and history of education, working mainly on the following topics: philosophy, philosophy teaching, philosophy of education, history of education, political philosophy, Indigenous peoples of the Rio Negro (Amazonas), religious missions, and science education.

Mr, Universidade Federal do Sul e Sudeste do Pará (UNIFESPA)

Undergraduate student in Rural Education with an emphasis on Social Sciences; filmmaker and photographer by profession, and researcher of the Gavião and Parakanã Peoples of southeastern Pará and the Guajajara People of Maranhão.

Mr, Universidade do Estado do Amazonas (UEA)

Bachelor’s degree in History from the Federal University of Amazonas (1993), Master’s degree in Society and Culture in the Amazon from the same university (2000), Specialization in Government Policies and Sustainable Development from the State University of Amazonas (UEA), and PhD in Education from the Federal University of Rio Grande do Sul. He develops studies and research grounded in phenomenological theoretical frameworks and establishes connections with the Philosophy of Difference within the fields of Education and Science Teaching. His work focuses on the following topics: educational processes in school and non-school settings; traditional knowledge; epistemological foundations of science teaching and education; Black, Indigenous, and sexually diverse corporealities. He is currently a professor at the State University of Amazonas, teaching in the Undergraduate Pedagogy program, the Master’s in Science Education in the Amazon, the Master’s in Education at UEA, the doctoral program of the Amazon Network for Science and Mathematics Education (Reamec), and the doctoral program in Education in the Amazon (EducaNorte). From 2017 to 2019, he was the Coordinator of the Master’s Program in Science Education in the Amazon; since 2020, he has served as Coordinator of the Doctoral Program in Education in the Amazon (EducaNorte), Manaus campus – UEA. He supervises postdoctoral research and is a productivity fellow in Science, Technology, and Innovation with the Research Support Foundation of the State of Amazonas (FAPEAM).

Elsa Georgina Aponte Sierra Sierra , Universidad Pedagógica y Tecnológica de Colombia (UPTC)

Professor at the School of Psychopedagogy at the Pedagogical and Technological University of Colombia (UPTC).
PhD in Education – UPTC – RUDECOLOMBIA.
Master’s degree in Education – Externado University of Colombia.
Specialist in Learning Needs in Reading, Writing, and Mathematics – UPTC.
Bachelor’s degree in Educational Psychology – Pedagogical and Technological University of Colombia.

Coordinator of the Education Area: Master’s in Education with emphasis on deepening and research, and the Specialization in Learning Needs in Reading, Writing, and Mathematics.
Co-founder of the educational project Fundación Pedagógica RAYUELA, a formal education space based on the construction of difference.

References

BANIWA, Gersem. Escola indígena surgiu como contraponto ao projeto colonizador da tradicional, que nos foi imposta. O Globo, 2022.

BARRETO, João Rivelino Rezende. Úkũsse: formas de conhecimento nas artes do diálogo tukano. Florianópolis: EdUFSC, 2022.

BENITES, Tonico. A escola na ótica dos Ava Kaiowá: impactos e interpretações indígenas. 2009. 176 f. Dissertação (Mestrado em Antropologia Social) – Programa de Pós-Graduação em Antropologia Social, Museu Nacional, Universidade Federal do Rio de Janeiro, Rio de Janeiro, 2009.

BRASIL. Ministério da Educação. Diretrizes Curriculares Nacionais para a Educação Escolar Indígena na Educação Básica. Resolução CNE/CEB n. 5, de 22 de junho de 2012. Diário Oficial da União: seção 1, Brasília, DF, p. 48-49, 25 jun. 2012.

CARVALHO, Marlene Borges de. Memória, identidade cultural e saberes tradicionais de povos originários: um estudo de narrativas orais do povo Parkatêjê. 2020. 156 f. Dissertação (Mestrado em Letras) – Universidade Federal do Sul e Sudeste do Pará, Instituto de Linguística, Letras e Artes, Marabá, 2020.

FERNANDES, Rosani de Fátima. Educação escolar Kyikatêjê: novos caminhos para aprender e ensinar. 2010. Dissertação (Mestrado em Direito) – Universidade Federal do Pará, Instituto de Ciências Jurídicas, Belém, 2010.

GRAMSCI, Antonio. Cadernos do cárcere. Rio de Janeiro: Civilização Brasileira, 1978.

LUCIANO, Gersem José dos Santos. Educação para manejo do mundo. Articulando e Construindo Saberes, Goiânia, v. 4, 2019. Disponível em: https://revistas.ufg.br/racs/article/view/59074.

LUCIANO, Gersem José dos Santos. Língua, educação e interculturalidade na perspectiva indígena. Revista de Educação Pública, Cuiabá, v. 26, n. 62/1, p. 295–310, maio/ago. 2017. Disponível em: https://periodicoscientificos.ufmt.br/ojs/index.php/educacaopublica/article/view/4996.

PARKATEJE, Hairepramre Warhyre Kojipokti et al.. Educação escolar indígena: práticas pedagógicas na escola indígena kuxware kriamretije. Anais IX CONEDU... Campina Grande: Realize, 2023. Disponível em: https://mail.editorarealize.com.br/artigo/visualizar/96884.

PLATERO, Lígia Duque. Hegemonia e os programas de educação indígena no México e no Brasil (1940–1970). Espaço Ameríndio, Porto Alegre, v. 11, n. 2, p. 229–255, jul./dez. 2017. Disponível em: https://seer.ufrgs.br/EspacoAmerindio/article/view/65655.

PUREZA, Marcelo Gaudêncio Brito. O território etnoeducacional como horizonte para a educação escolar das comunidades da terra indígena Mãe Maria-Pa. 2021. Tese (Doutorado em Geografia Humana) – Faculdade de Filosofia, Letras e Ciências Humanas, Universidade de São Paulo, São Paulo, 2021.

Downloads

Published

2026-02-07

How to Cite

CARVALHO, Marlene Borges de, GOMES DA COSTA, Mauro Gomes da, LUCAS SANTOS, Robson Messias Lucas, AGUIAR, José Vicente Souza, SIERRA , Elsa Georgina Aponte Sierra. INDIGENOUS SCHOOL EDUCATION IN THE MÃE MARIA INDIGENOUS LAND IN SOUTHEAST PARÁ AS A TOOL FOR CULTURAL RESISTANCETITLE . Revista Amazônida: Revista do Programa de Pós-Graduação em Educação da Universidade Federal do Amazonas, vol. 11, no. 1, p. 1–15, 2026. Disponível em: . Acesso em: 12 Feb. 2026.

Issue

Vol. 11 No. 1 (2026): Fluxo Contínuo: Tema Livre

Section

Artigos