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intercultural curriculum of the Akwe Indigenous School of Tocantins from a decolonial perspective

The aim of this paper is to propose a reflection on the construction of a critical intercultural curricular proposal, by means of a decolonial perspective, for indigenous education, in particular the one which occurs at the Wakõmẽkwa School,[1] in Riozinho Kakumhu community, of a Xerente Indigenous People from Tocantins, a state in Northern Brazil. We start from the legal milestones, which regulate Indigenous School Education at the federal and state levels, and we have adopted, as a theoretical and methodological support, authors who think the indigenous school curriculum in a critical intercultural perspective, such as: Albuquerque (2014), Diniz; Coast; Diniz (2011), Muniz, (2017), and Santos (2010). From a field research, using the conversation wheel technique with indigenous teachers who work at the Wakõmẽkwa School, we have realized that it is possible to stimulate school agents to think in the decolonial perspective, in order to break with the colonized knowledge, based on a critical reorientation of citizenship, democracy, human rights, humanities, economic relations and their practices in society.
 
[1] The Wakõmēkwa Indigenous School, of the Riozinho Kakumhu Community, located in Tocantins, was the locus of the field research.