EDUCATIONAL CHARACTERISTICS AND PRACTICES IN 2017, AT AN INDIGENOUS SCHOOL OF THE STATE EDUCATION NETWORK, LOCATED IN THE CITY OF ANGRA DOS REIS, RIO DE JANEIRO

Abstract

The research presented is initially based on the characteristics and curricular educational practices of the Karai Kuery Renda State Indigenous School in the city of Angra dos Reis, Rio de Janeiro. The general objective of this study is to analyze the political-pedagogical project and operations of the Karai Kuery Renda State Guarani Indigenous School in the municipality of Angra dos Reis, Rio de Janeiro. Its specific objectives are to describe the bimonthly activities of the curriculum subjects, compare the Indigenous School's curriculum with the common curriculum of non-Indigenous schools in the state of Rio de Janeiro, assess the social relationship of the Indigenous School with its school community, and identify differentiated school practices according to the culture and linguistics of the Guarani Indigenous people. The research was conducted during the stages of requesting authorization from the State Department of Education of the State of Rio de Janeiro, visiting the school, interacting with its community, viewing theoretical and practical classes, and collecting written material. The approach used was descriptive and bibliographic, and it constitutes exploratory research. The conclusion is that the proposals and content implemented in classes by Indigenous and non-Indigenous teachers, and the interaction between both parties to develop a broader vision of culture, modernity, ethnicity, and sociability, were positively impacted by the students, demonstrating that Indigenous society cannot be excluded from the composition and construction of Brazilian society, reducing its historical inequalities.