ABSTRACT
This work was carried out with the Guarani indigenous people, specifically, at the Mbya Arandu school, in the Tekoa Araxa’í Indigenous Land, in Serra do Mar, coastal region in the state of Paraná. The objective is to discuss the role of non-indigenous teachers who work in indigenous school education, in the light of critical interculturality, anchored in the notion of frontier. To this end, we present an autobiographical memory of one of the authors of this article, which is the result of her teaching experience in the Mbya Arandu indigenous school. From that experience we can highlight knowledge and teachings that the authors of this work believe to be important to non-indigenous teachers, who will work in schools within indigenous lands. As a conclusion, we state that the presence of non-indigenous educators in schools in indigenous territories needs to be accompanied by the willingness and daily exercise of learning to listen to the voices of those who live other epistemologies.
KEYWORDS
indigenous school education; Guarani people; critical interculturality; decolonial pedagogy; non-indigenous educators