CURRICULUM, INTERCULTURALITY AND INDIGENOUS IDENTITY: THE IMPLEMENTATION OF THE BRAZILIAN NATIONAL COMMON CORE CURRICULUM (BNCC) IN INDIGENOUS SCHOOLS IN ITAMARAJU, BAHIA, BRAZIL

Abstract

Brazilian Indigenous school education plays a fundamental role in strengthening cultural identities, preserving traditional knowledge, and promoting the rights of Indigenous peoples. In this context, the implementation of the Brazilian National Common Core Curriculum (BNCC) has generated important discussions regarding the reconciliation of national curricular guidelines with the sociocultural specificities of Indigenous communities. This article aims to analyze the relationship between curriculum, interculturality, and Indigenous identity within the implementation of the BNCC in Pataxó Indigenous schools located in the municipality of Itamaraju, Bahia, Brazil. The study adopts a qualitative, applied, exploratory, and descriptive approach, based on bibliographic and documentary research as well as a case study. Data collection includes the analysis of official documents, theoretical literature on Indigenous education and curriculum policies, and semi-structured interviews with school administrators, teachers, and Indigenous leaders. The theoretical framework is supported by scholars such as Gersem Baniwa, Daniel Munduruku, Ailton Krenak, Paulo Freire, Vera Maria Candau, Catherine Walsh, Dermeval Saviani, and Tomaz Tadeu da Silva. The expected findings indicate that the implementation of the BNCC can contribute to the development of intercultural curricula provided that it respects the pedagogical autonomy of Indigenous communities, values ancestral knowledge, and strengthens the cultural identity of the Pataxó people. The study concludes that Indigenous school education grounded in interculturality is an essential instrument for promoting citizenship, social justice, and the appreciation of Brazil's cultural diversity.