Saberes indígenas na escola e o fortalecimento identitário indígena por práticas curriculares diferenciadas

The integration of indigenous knowledge into the school curriculum emerges as an essential approach to strengthening indigenous identity. This study examines different curricular practices, highlighting their role in preserving and promoting traditional knowledge in schools. By incorporating indigenous cultural richness into teaching, an environment conducive to valuing identity is created, contributing to the self-esteem and empowerment of indigenous students. These practices not only enrich academic knowledge, but also foster respect for diversity and promote a more inclusive and equitable education. The methodological procedures were guided by the precepts of Collective Writing, in which experiences in two indigenous contexts in the state of Pará, of the Tembé and Surui Aikewara peoples, were used to reflect on strengthening indigenous identity through differentiated curricular practices not only as a response to the demands of cultural justice, but also as a proposal for a significant transformation in the educational paradigm, recognizing the importance of multiple perspectives for a more plural and respectful society. The results indicate that when curricular practices are contextualized and depart from indigenous education, the involvement of students and communities in classes is more observed.