Educação escolar indígena diferenciada e intercultural no contexto Kiriri do Sertão Baiano

Abstract

This monograph is the result of research on the Intercultural and Differentiated Indigenous School Education Modality, which aimed to understand the Intercultural and Differentiated Indigenous School Education Modality that has been created and developed by the Kiriri indigenous peoples, and some characteristics that correspond to this modality. The methodological path taken was a qualitative approach of a bibliographic-interpretive nature. To carry out data analysis and information processing, we used the content analysis technique, which helped us present the bibliographic material since the focus of this analysis was on what the text conveyed about to the phenomenon studied. This was developed in two stages: the initial phase involves familiarization with the Kiriri context, and then this ethnic group and its historical trajectory were presented in the bibliography used. The third chapter brings up some concepts and thoughts that contributed to the comprehension of what can be understood by Intercultural and Differentiated Education, and its application in education, and in Indigenous School Education. In the last section, we analyzed and interpreted the information contained in the research documentary corpus, from the perspective of content analysis. The thematic categories that we established to analyze the results were: School; Education; Context; Culture; Knowledge; Autonomy. Relationships were established between our subject and issues relating to education, legislation, and education in the context of the Kiriri in the Bahian Sertão, and the national society in which they are inserted.