The Brazil Nuts from The Perspective of the Kawaiwete People: Propositions for an Intercultural Curriculum in the Tatuí Village of Rio dos Peixes Municipality of Juara Mt

Objective: This study, the result of a master's research project developed in the Postgraduate Program in Teaching in an Intercultural Indigenous Context at UNEMAT, aims to develop teaching strategies in the areas of Mathematics, Natural Sciences, Language and Social Sciences, which are areas foreseen in the Base National Common Curricular. To develop these teaching strategies, it was necessary to establish a generating theme, which in this work is the presence of Brazil nuts in the culture of the Kawaiwete People. Theoretical Framework: The Study is based on ethnography according to Geertz (2008) to revisit the indigenous ancestral knowledge of Brazil nuts in indigenous territory. Based on this contribution, it revisits and problematizes the traditional curriculum. Method: The methodology used so that the work had the participation of the entire community was ethnography and participatory research. The area where the research was carried out is the Apiaká-Kayabi Indigenous Land, located in the municipality of Juara, state of Mato Grosso, Brazil. Results and Discussion: The results obtained both from the research that raised knowledge from collectors, elders, women and children about the management and uses of chestnuts, and from students who carried out educational activities on these processes demonstrated that chestnuts are fundamental for everyone. In this sense, it is possible to conclude that this study brought relevant information about cultural, environmental and social aspects about Brazil nuts. Research Implications: The practical and theoretical implications of this research demonstrate that this exercise contributed significantly to the elaboration of a teaching proposal with didactic pedagogical activities that are premised on a diversified curriculum, whose function is to value regional social, cultural and economic manifestations and the communities where the schools are located. Originality/Value: This study contributes to the literature and to new educational actions and policies by approaching an unprecedented theme that reinforces the identity and belonging of the Amazonian knowledge of traditional peoples to educational practices. It expands and recognizes the importance of non-colonized knowledge from the perspective of sustainability.