This research aims to collect, record, and analyse data through photographs about social and cultural environments in the village of São Pedro. Furthermore, the interviews with dwellers are essential in the analysis of the environment when comparing photographs from different temporalities in order to understand the social changings existing in the village, located in Terra Indígena Alto Rio Guamá, in the municipality of Santa Luzia do Pará. Based on this, the information will be collected in the points where the changes took place, whether cultural or environmental, and the data raised at this stage will be used to produce the didactic material, such as a photo album specific to be used in the field of Social Sciences, in the subject of History and Memory then present the final product to the trainer university. The collection of these data will be done through photographs, questionnaires, interviews, and the participant observations which are important instruments so that the registered knowledge remains always present in our social environment and passed on from generations to generations.

This study seeks to understand the relationship between the historical knowledge of the Tembé-Tenetehar people of the Alto Rio Guamá-TIARG Indigenous Land and the production of this knowledge in the elementary education curriculum. I intend, through this research, to understand, through orality and the narratives of the elders (our village wise men), how our origins and historical production came about, taking as a starting point the narrative of our greatest deities, Mahir-ir and Mucura-yr. Furthermore, question the curriculum of the Magno Tembé School, permeated by the Eurocentric model regarding historical temporality and major Western events and heroes.

Talking and thinking about indigenous school education is complex, much more complex is implementing the differentiated practices of indigenous education to indigenous school education to a systematization of teaching-learning processes rooted in mechanical teaching, that is, we start from the concept of a homogeneous education and linear, whose spaces are always the standardized, uniformed and aligned classroom. Based on the assumption of indigenous education, learning spaces are created at every moment of everyday life, nothing too systematized or routine aligned with time or chronological age. By adopting the daily practices of indigenous education and aligning them with systematized educational practices, we adapt to Indigenous School Education, whose formal teaching processes are being built significantly according to the needs of indigenous peoples, adapting and promoting the teaching of the formal curriculum, as well as well as the differentiated curriculum proposed by indigenous curriculum matrices. From this perspective, our work analyzes the dialectic of discussion of the Indigenous Curricular Matrix of the State of Amazonas and the teaching practices and methodologies adopted in indigenous schools, as well as how the objects are measured and validated within the perspective of the teaching models adopted by schools with the Institutions and education regulatory systems.

 The present work Teaching the Nheengatu Language in Aldeia Lago da Praia: Interdisciplinary Didactic Practices for Linguistic/Identity Strengthening is the result of an application of didactic material prepared for classes from 6th to 9th grade of Elementary School with the participation of families, carried out in the village Lago da Praia, Jarakí People at the São Francisco Indigenous School, located in the Cobra Grande Indigenous Land, municipality of Santarém, state of Pará. The objective of the work was to elaborate an “Interdisciplinary Book Nheengatu /Portuguese”, based on the traditional knowledge of the Jarakí people, to work with students from the 6th to the 9th grade of Elementary School and with their families, in order to contribute to the strengthening of the linguistic cultural identity of this people. The methodology used was, mainly, conversation with the wise men of the village, students, parents and leaders, bibliographical research, with a qualitative approach, through recreational activities, bingo (animals, parts of the body, plants, words... ), hiking, fishing, workshops on medicinal recipes, recipes for the indigenous cuisine of the Jarakí People, and painting the graphics of the said people, among other activities carried out in the Nheengatu Indigenous Language. The authors used for this dissertation were: Eloisa Pilati (2017), Leanne Hinton (2007), Funari (2011), Sousa (2011), Grando and Albuquerque (2012), GRUPIONI (2005), Navarro (2016), and the references : National Curricular Reference for Indigenous Schools (1998), Indigenous Pedagogical Political Project (PPPI-2021), The Federal Constitution of (1988). The research results showed efficiency in the application of the didactic material with the students, and very relevant contributions for the teaching learning and the strengthening of the Nheengatu Indigenous Language, both at school and in family life.

This dissertation brings, in the context of indigenous school education, curricular guidelines for the level of early childhood education, in the universe of knowledge of the Félix Tembé Indigenous School, which comprises the villages Aldeia Sede, Aldeia Ytwaçu, Aldeia Ypdhôn in the Alto Rio Guamá Indigenous Land, Guamá group , Municipality of Santa Luzia do Pará. I also seek to analyze how early childhood education, recently implemented in that school, is being worked on, whether it is in fact responding to the expectations of the villages based on the proposal of differentiated education desired by the Tembé, as well as the clashes, the difficulties, that the teachers , director, pedagogical coordination and the various actors involved in the construction of indigenous curriculum guidelines for early childhood education of the Tembé people of TIARG, Félix Tembé School, and how this curriculum advisor produces a process of resistance for the construction of indigenous education. Thus, from an action-research approach, a bibliographical and ethnographic research was carried out with photographs, workshops, seminars, interviews with teachers, leaders and others involved in the children's educational process. The realization of the workshops ensured collective participation, involving Teachers, parents, leaders and even children in the construction of the proposed curricular guidance for children of the Tembé people at the Félix Tembé School. The final product developed from this research is a notebook of curriculum guidelines that aims to present general guidelines for indigenous school education for children at the Félix Tembé school, which can serve as a reference for other schools of the Tembé people.

This work is the result of a research that was carried out at the village of São Pedro, Sede, Zawar uhu, (Zawar uhu which means “onça grande”) and Itaputyr (“Flor da Pedra”), which are located in the Terra Indígena Alto Rio Guamá, (TIARG), in the municipality of Santa Luzia do Pará. It aimed to record the life stories of five Tembé elders from the villages mentioned above in order to get narratives for the production of the specific didactic material for indigenous schools, collecting knowledge about the Tembé people as well as the Portuguese language based on a methodological proposal for teaching and learning, valuing the interdisciplinarity and interculturality provided in the Referencial Curricular Nacional para as Escolas Indígenas (RCNEI). The Educational Product named Paradidactic Book with Tembé-Tenetehar Elders Memories and its use in the school contexts for teaching Portuguese language aimed to be used in classes from 6 th to 9 th grade of elementary school at the Francisco Magno Tembé School, located in the village of São Pedro. The EP was planned from a qualitative research methodology, from the practice of field research, bibliographical research and action-research divided in the following four steps: 1) data collection with interviews with the elders from the village; 2) interviews transcriptions; 3) interviews analysis where the first possible methodological proposals; 4) socialization and sharing of theses narratives with students in the classroom, and 5) the process of adjust the EP and the elaboration of the dissertation. This product was designed to be worked on at the indigenous school in the Portuguese classes, in the final years of elementary school connected with other subjects such as: History, Geography, Sciences and Arts. The data collected during the research also helped to draw the dissertation. This research showed me that there are many possibilities to strengthen Tembé culture mainly based on the life stories of the its elders. Having said that, I hope they do not get lost and always remain alive and passed on from generation to generation.

This work aimed to reflect on the production and use of comics as pedagogical material during art classes at the Salustiana Borari school in Novo Lugar village, Borari people. This proposal was based on activities carried out together with teachers and students from 6th to 9th grade, which included the elaboration of comics that talk about the stories of local cosmology. To this end, over a period of one week, workshops were organized with indigenous teachers so that they would have more technical information about the language of comics. Also, during that week, teachers prepared lesson plans that used comics as a didactic tool, as well as proposals for students to make their own comics. The methodology adopted in the work was research of the "Action Research" type, with a qualitative approach, which sought, through semi-structured questionnaires, to assess the level of relationship between teachers and students with the language of comics, and, beforehand, to understand the possibility that the proposed didactic material contributes to the culture of the Borari people through its use in the classroom. In the analysis of the collected data, it was observed the works already produced by the indigenous teachers as a didactic proposal and if these were related to the comics; the students' level of interest in the visual arts, one of the languages of the arts present in comics. The activities and actions proposed for the work were carried out in the light of what governs the National Curricular Reference for Indigenous Schools – RCNEI. As a result of the research, corroborating the conjectures raised in the project, it was observed that the comics were well accepted by indigenous students, encouraging them to rethink the importance of mastering the visual arts, but now, at the service of comic book productions. It was noticed that, with the use of comics as a pedagogical proposal, the students felt more motivated to read the proposed works, which reinforced the idea that they are interested in the content of the books, but there is still a need for a “channel” that makes this habit more pleasant. The comics proved to be this “conductor thread”. As for the cultural aspects, it was noticed that the teachers also felt it easier to work with the contents of their own culture in the classroom, like the stories that were transformed into comics which, in addition to favoring the application of artistic concepts, as well as the practice, there was also an appreciation of the oral literature of the people. It is hoped that this work can break into indigenous education as an instrument of cultural appreciation to be used by teachers, as well as in the academic field, prove relevant for future research that also uses this important tool.

This dissertation is narrative research about my own practice in the context of Indigenous School Education. In ISE, students' learning needs to be differentiated, taking into account their specificities and particularities, respecting their beliefs, traditions, customs, and seeking meanings and interpretations for phenomena, so that it is not just mechanical learning, but rather concepts experienced and observed within their cultural baggage and life experience. In this work, I present the use of methodologies that contextualize the teaching-learning process and provide quality and differentiated Indigenous School Education, where students themselves identify phenomena in their daily lives and can connect theory to practice. For example, it is possible to learn Cinematics through the ancient and cultural tradition of Indigenous traditional games. Seeking to address cultural aspects (Indigenous games) as a pedagogical tool, specifically in the production of an educational product for teaching Physics (Cinematics) in Indigenous School Education. The research is located in the Bragança Village, located in the Tapajós National Forest, ancestral lands of the Munduruku people, and the Karucy Village, located in the Arapiuns River, ancestral lands of the Arapiun people, both served by Indigenous Modular High School/Seduc. The work can contribute to solving some of the difficulties faced by teaching Physics in ISE, firstly by the desire to change the approach and propose new ways of approaching phenomena with a focus on physical concepts, based more on playful and practical activities that make the student associate theory with their traditions. Using Indigenous games as a potential pedagogical tool to connect theoretical classes with students' practices and knowledge. Adding cultural and educational value, as well as re-signifying Indigenous cultural artifacts.

Indigenous peoples are the most expressive examples of traditional peoples who, through
processes of struggle and conquests, managed to align their rights with the
implementation of specific and differentiated Indigenous School Education. These
educational rights generated the possibility for indigenous people to appropriate the
school institution, attributing it a peculiar identity and function according to their cultural
reality. This research focused on contextualizing the process of Indigenous School
Education, its paths, challenges and perspectives. In this sense, this research aims to
investigate the challenges for the consolidation of indigenous school education from the
perspectives of educators at the Duraka Kapuamu Municipal Indigenous School -
Camanaus Island Community - São Gabriel da Cachoeira - AM. The methodological
perspective occurred through participant observation in the indigenous territory. In this
study, we investigated through interviews the speeches of the indigenous teachers of the
Community, about the inclusion of traditional knowledge in the differentiated and specific
school process of the Duraka Kapuamu Indigenous School. It was intended, in addition to
other objectives that guided this research, to have as a product, materials that will help
educators, for a more effective Indigenous School Education. These didactic resources
were elaborated in a participatory way, resulting in bilingual booklets (Portuguese and
Nheengatú), through the exchange of knowledge that will enable and help the adaptation
and consequently the teaching and learning of indigenous students in the first years at the
School

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A EDUCAÇÃO ESCOLAR INDÍGENA NO PROCESSO DE REVITALIZAÇÃO CULTURAL DO POVO KARAJÁ IXYBIÒWA.

TERRITÓRIO E EDUCAÇÃO ESCOLAR NA COMUNIDADE KOJAKATI.

O CURRÍCULO INTERCULTURAL NA INTERFACE DAS PRÁTICAS DE ENSINAR E APRENDER NA EDUCAÇÃO ESCOLAR INDÍGENA XIKRIN. 

A CONTRIBUIÇÃO DOS COMPONENTES CURRICULARES DE HISTÓRIA E GEOGRAFIA PARA O FORTALECIMENTO DA IDENTIDADE INDÍGENA: contraponto aos impactos da Usina Hidrelétrica de Belo Monte no modo vida dos Juruna da TI Paquiçamba. 

TERRITÓRIO TRADICIONAL E O PROCESSO DE DESTERRITORIALIZAÇÃO AIKEWARA: UMA PROPOSTA DE ETNO MAPEAMENTO PARA A EDUCAÇÃO ESCOLAR INDÍGENA.

OS ENCANTADOS NA MEMÓRIA DOS ANCIÃOS DO POVO ARAPIUM:CONSTRUINDO COLETIVAMENTO ACERVOS DIDÁTICOS SOBRE CAUSOS E NARRAÇÕES DE HISTÓRIAS INDÍGENAS: