Teaching indigenous culture and arts and the Aldeia Maracanã resistanc

An intercultural perspective

Abstract

This article aims to share pedagogical experiences in the teaching of indigenous culture in public schools in the city of Rio de Janeiro in compliance with Law 11,645 of March 10th, 2008. The reported activities, prepared for high school students, are mediated and promoted by XXX, from Xavante ethnicity, based on the concept of intercultural education (WALSH, 2009, 2010). Permeated by the decolonial vision, XXX's pedagogical and political work reported here is the result of its experience as part of a living culture, which is engendered in the indigenous (r)existence itself; we talk about the experience (and the dream) of the Aldeia Maraká’nà Indigenous University - an indigenous village in an urban context, located in the Maracanã neighborhood, Rio de Janeiro, Brazil. Our goal is to share our pluriversal and living vision (practical, flexible, dialectic, changeable) that both creates and organically recreates a ruined space (such as the old Indian Museum). We wish to point out the dialectical potential found in this place and in the pedagogical practices conceived from it.

Keywords: interculturality; Decolonial education; Pedagogy for autonomy.