INDIGENOUS SCHOOL EDUCATION IN THE STATE OF ACRE: THE CONSTRUCTION OF ACTIVITIES FROM THE CROSS-COVERED THEMES OF RCNEI

Abstract

With 16 indigenous peoples, including those of recent contact, the State of Acre presents an undeniable ethnic and linguistic variety. Considering this, it is worth noting the challenges that must be undertaken to ensure these peoples a differentiated school education, which recognizes and, above all, respects the linguistic, identity and cultural specificities of each people (ACRE, 2018a, 2018b; BRASIL, 2005 [1998], 1996, 1988; FLEURI, 2003; SILVA, 2009). In this sense, recognizing the impossibility of embracing in their entirety all the linguistic and cultural specificities concentrated in the 15 peoples to whom Indigenous School Education in the State of Acre is focused, this article aims to analyze discursively, through a An intercultural approach centered on the cross-cutting theme of cultural plurality, extracted from the RCNEI, two texts: how the night appeared and pandora's box. Which were used as an activity proposal for application in the indigenous school, in a Portuguese language class, with students from the 9th grade classes of elementary school. Thus, it was possible to verify that despite the differences that mark the societies that the texts represent, there is a symmetrical relationship between them, evidenced by the thematic elements that involve the narratives.