This paper offers a series of reflections about the Tucum Project - training Native teachers to the practice of teaching - that aims at building a new, differentiated curriculum, and is the basis of the Political-Pedagogic Projects of the Xavante Native Schools, in the State of Mato Grosso. Focusing on the official education policies, and on the importance of the organized movement resistances, which led to significant changes in both the implementation and development of native school education, it analyses the Xavante experience and its building process, which is fighting for a differentiated, specific school. These new, intense and significant actions and elaborations reveal the cultural tensions experienced within schools and the communities.
Native education; Native school; Curriculum; Political-pedagogic project; Nativist policies