Resumen

HERBETTA, Alexandre; TAPUIA, Eunice Pirkodi Caetano Moraes  y  APINAJE, Júlio Kamer Ribeiro. Where are the PPPs (Political Pedagogical Projects): Stretching Possibilities for Transformation in Brazilian Indigenous School Education. Rev. latinoam. estud. educ. [online]. 2023, vol.53, n.3, pp.17-48.  Epub 06-Oct-2023. ISSN 2448-878X.  https://doi.org/10.48102/rlee.2023.53.3.574.

The following text seeks to reflect on the agency potency of a central document for the operation of indigenous schools in Brazil, the Pedagogical Political Project, which indicates central characteristics and important perspectives for the functioning of the institution. Through the analysis of documents from the creation and development of the “Intercultural and transdisciplinary education; pedagogical management” course, whose objective was to collectively create, together with indigenous teachers, such documents, from the analysis of some of these documents and from the dialogue with indigenous teachers, we seek to understand the complexity of the PPP elaboration process in relation to the context of indigenous school education in Brazil. It is understood that the PPP elaboration process is important from the epistemological and political points of view since it systematizes indigenous knowledge and triggers community mobilization processes.

Palabras llave : interculturality; public policy; epistemology; community.