The experience of PROEJA Indigenous in the Federal Institute of Amazonas: Campus Tabatinga

Abstract

This article is the result of research carried out in the Post-Graduate Program in Agricultural Education of the Federal Rural University of Rio de Janeiro. It aims to present some reflections on the historical issues of the EJA and the Program for the Integration of Technical Professional Education from High School to High School in the Modality of Education of Young and Adults (PROEJA). In this research we use qualitative research, considering the universe of beliefs, values, attitudes, motivations and histories of individual and collective subjects. It allowed exploring the historical issues of PROEJA, especially the indigenous Tikuna, in the IFAM - Federal Institute of Amazonas, Campus Tabatinga. We also discuss with the legislations, decrees, ordinances and the Federal Constitution of 1988. Official documents that bring new conceptions of Indigenous, Community, intercultural, bilingual / multilingual, specific and differentiated school education, in close relation with public policies, teacher training and emancipatory political-pedagogical projects, besides interacting with the communities researched in the meetings, meetings, parties and other events. The results show that, even under adverse conditions, indigenous school education has very rich experiences, based on the critical and emancipatory formation of the subjects, valuing life histories, memories, preservation of cultural identity, and articulation with indigenous and other movements peasant struggles.