Ethnic identity and territoriality in the Dom Jackson Berenguer Prado Indigenous State College

Abstract

The present article proposes an analysis about the presence of features subjective, which mark the questions of identity, belonging and territoriality in the pedagogical activities, planned, prepared and executed by the teachers of the Colégio Estadual Indígena Dom Jackson Berenguer Prado. As cornerstone to these characteristics, it is supported that the curriculum suggested and adopted by the teachers and the dynamics of legitimization of indigenous identity, the proposals in their classes, respond directly by the dialogue between the activities in the pedagogical everyday life of the aforementioned institution of the school and the need of the community to legitimize their Kaimbé indigenous identity, their ethnic belonging and their own territoriality. As a methodological identity, this research subscribes to a category of ethnographic bias. It has an imminently descriptive character, with qualitative analysis. The resource used was, basically, the critical intersection of information, obtained from theoretical appropriation and participant observation.