EDUCATION AND TRADITIONAL KNOWLEDGE IN NORTHERN BRAZIL: CHALLENGES AND PERSPECTIVES

Abstract

This article aims to discuss the challenges and perspectives of integrating traditional knowledge into the school curriculum in Northern Brazil, focusing on the role of traditional myths and narratives in learning, the obstacles faced by rural and indigenous communities, and successful experiences of intercultural education. The research adopted a qualitative approach, based on a systematic literature review and structured in three stages: definition of the thematic scope, selection and analysis of sources, and synthesis of data, using the content analysis technique to identify patterns and convergences. The results show that traditional myths and narratives are essential pedagogical tools for the transmission of values and knowledge in local communities, but their integration into the school curriculum faces challenges such as lack of infrastructure, inadequate teacher training, and the disconnection between local knowledge and the formal curriculum. On the other hand, experiences such as the "Knowledge of the Forest", "Differentiated Indigenous School Education" and "Forest Schools" projects demonstrate that it is possible to overcome these obstacles through a respectful and participatory dialogue between traditional knowledge and academic knowledge. The research demonstrates that intercultural education in the North of Brazil is a necessary path for the appreciation of cultural diversity and for the construction of a more just and equitable society. To this end, it is essential to develop public policies that support teacher training, community participation and the creation of curricula that integrate local knowledge, ensuring an education that respects and celebrates the multiple forms of knowledge and existence.