Fortalecimento de Raízes e Identidades

Práticas Interculturais na Educação Escolar Indígena Javaé no Tocantins

Abstract

The article analyzes the outcomes of the project "Indigenous Teacher Training, Human Rights, and Contemporary Issues: Transversality and Citizenship in the Javaé Indigenous School," carried out at Tainá and Watakuri schools, located in the Kanuanã and Boa Esperança villages on Bananal Island, Tocantins, Brazil. This qualitative research adopted an action-research methodology with a focus on intercultural practices, aiming to strengthen Indigenous school education through the valorization of cultural identity, the Iny Rybè language, and the promotion of citizenship. The activities included pedagogical workshops, the development of bilingual teaching materials, and discussions on human and Indigenous rights. The results indicated progress in the improvement of teaching practices, cultural preservation, and the strengthening of rights awareness within the community. However, structural challenges remain, such as logistical difficulties, a lack of technological resources, and the need for ongoing professional development for those involved. The study concludes that participatory and intercultural methodologies were essential in consolidating a critical and contextually grounded Indigenous school education, committed to the preservation of ancestral knowledge and the empowerment of the Javaé people. Thus, the study contributes to the broader debate on educational policies aimed at ethno-cultural diversity and social justice within the context of Indigenous schools