ABSTRACT
This article, elaborated from a qualitative research, consists of presenting some reflections raised from the relationship between schooling and tradition, as contributions to the strengthening of the ethnic-cultural identity of the potential indigenous in a local elementary and high schools in Paraíba/Brazil, translated into the experience of doing intercultural teaching. Unfortunately, there are teachers who are preparing for the lack of pedagogical and practical instruments in the development of strategies to improve the performance of indigenous interculturality. Therefore, through this work, it is possible to understand the historical process to guarantee an intercultural, specific and differentiated indigenous school education for the indigenous Potiguara people of Paraíba, which today is guaranteed by law, oriented to meet concrete situations of the indigenous reality, possessing the capacity for autonomy, political and economic sustainability, territorial management and culture of indigenous Potiguara of Paraíba, and understanding the importance of indigenous school education for these people, particularly for their youth, as the possibility of a more promising future, the development of this space in the environment school is not limited to theories and methodologies of inclusion, but is perpetuated as the path for new reflections on an indigenous intercultural school and for (non) indigenous students through emancipatory practices of individuals who identify themselves socially participants.
Keywords:
indigenous school education; Potiguara; interculturality; cultural identity