INTERCULTURAL PERSPECTIVES IN INDIGENOUS SCHOOL EDUCATION: FORMATIONAL EXPERIENCES OF THE KADIWÉU IN MATO GROSSO DO SUL

Abstract

This study analyzes pedagogical practices in the context of the Kadiwéu people, located in Mato Grosso do Sul, focusing on the relationship between education and the preservation of cultural identity. Based on a qualitative and bibliographical approach, the research explores how formal education can reinforce and weaken traditional knowledge, depending on how it is structured and implemented. It was identified that pedagogical practices integrating the native language, territory, and oral narratives play a central role in strengthening cultural identity, while standardized and decontextualized curricula can generate identity ruptures. The results show that the appreciation of local knowledge and the active participation of the community are indispensable elements for the success of educational initiatives. However, the research also points out limitations, such as the lack of empirical data and the dependence on bibliographical materials that, for the most part, reflect perspectives external to the Indigenous community. It is concluded that effective intercultural education requires greater autonomy of communities in the construction of their curricula, the territorialization of pedagogical practices, and the ongoing training of indigenous educators. Finally, it is recommended that future studies include field research and direct dialogue with indigenous leaders to deepen the analyses and propose concrete solutions.