Decolonial thinking and original people

the multiculturalism and the interculturality in the construction of an indigenous school education

Abstract

The purpose of this manuscript is to discuss decolonial thinking as a strategy for the recognition of multiculturalism in valuing the ancestry of knowledge of indigenous peoples and interculturality in indigenous school education. It starts from the assumption that multiculturalism allows understanding the indigenous cosmovision for bilingual education. The methodology used was qualitative research through bibliographical and documentary review. The narrative supported by anthropocentric and ethnocentric discourse allows distancing from the experiences of everyday life and social and cultural practices to preserve the indigenous cosmovision of the world and the ancestral knowledge of different ethnocultural groups that make up contemporary Brazilian society. One observes the strengthening of the identity of the original peoples, transgressing ancestral knowledge to overcome the colonization of thought in educational policy in Brazil, mainly on indigenous school education. Therefore, overcoming the assumptions of the colonization of rooted thought through an anthropocentric and ethnocentric vision promotes an indigenous school education based on the interculturality advocated in the epistemology of decolonial thought, recognizing multiculturalism and the protagonism of ethnic and cultural identities between original peoples and traditional communities.