Geography contributions for indigenous school education: possibilities through the practices developed by acting teachers in the indigenous schools of Amambai (MS), Caarapó (MS) and Dourados (MS)

Abstract

In this paper we present part of the reflections developed in our doctoral research. Its aim is to analyze the practices of Geography teachers who work in the indigenous reserve schools of Dourados (MS), Caarapó (MS) and Amambaí (MS) in an attempt to point out possibilities for intercultural education. The reflections made so far allowed us to identify some teachers’ practices and/or actions that produce possibilities of working Geography aiming at the dialogue with the indigenous students’ reality and experience elements, approaching what we believe to be a way for the construction of an intercultural education.