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This master's degree research paper reflects on traditional indigenous knowledge and emphasizes the need for dialogue in relation to knowledge in teaching practices in indigenous schools. With the intention of proposing the recognition of learning taught in the classroom, taking into account not only academic knowledge, but also the traditional knowledge of the Gavião Parkatêjê and Kyikatêjê indigenous people, inhabitants of the Mãe Maria Indigenous Land in southeastern Pará, who were part of the first class of the Indigenous Intercultural Degree course at the State University of Pará.
About the author
Dozentin für den interkulturellen indigenen Studiengang am indigenen Ausbildungszentrum (NUFI) der Staatlichen Universität Pará. Master-Abschluss in Erziehungswissenschaften im Bereich Supervision und Lehrerausbildung an der Almeida Garret School of Education-ESAE/Lisbon/PT. Master in Mathematikunterricht von der Bundesuniversität von Pará-UFPA/Brasilien.
