CIRCULARITIES AND INTERCULTURALITIES: PATHWAYS AND TRAJECTORIES IN YOUTH AND ADULT EDUCATION INDIGENOUS

Abstract

Thinking about the existing fabrics between the education of indigenous youth and adults and interculturality, their senses and meanings, constitutes the central purpose of this article. In this way, we carried out a literature review and updated the state of the art on the subject, analyzing the socio-historical panorama, legal frameworks and public policies of EJA in Brazil, debating its paths, limits, possibilities and implications, which reflect on concepts and categories. central in indigenous EJA and intertwine in the specificities and epistemological crossings. The analyzes reveal the political struggles of indigenous peoples in the resumption of their ethnoeducational territories, aiming at the realization of a differentiated, intercultural and decolonial indigenous school education; placing the ground of indigenous EJA as a space for the affirmation and legitimation of culture and resistance, which welcomes and honors the knowledge, specificities and potential of indigenous youth and adults, in feedback, intermittent and circular processes.