TEACHING-LEARNING INTERCULTURALITY

Abstract

In Brazil, the birth and consolidation of the main social institutions, such as education, continues to be marked by the almost complete absence of the cultural, historical and epistemological repertoires of traditional indigenous peoples and communities, quilombolas (rural and urban), gypsies, riverside communities, caiçaras, and beiradeiras, as well as their presence in spaces of local, regional or national political deliberations. Thus, this article aims to contribute to the discussions and debates that have promoted interculturality as a strategy for promoting decoloniality and for the production of knowledge that values ​​the knowledge of traditional peoples and communities in their multi-epistemologies, so that, in the intercultural conjunction with scientific knowledge, we can implement curricular reforms, professional training, knowledge production and the production of consistent, meaningful and contextualized teaching materials in the territories where the historical subjects are inserted.