The practice of teaching in indigenous schools in the Lower Rio Negro/Manaus/AM: the transposition of oral narratives in the revitalization of cultural knowledge in indigenous school education

ABSTRACT This study aims to foster dialogue for the development of pedagogical and methodological processes mediated by the Indigenous School Curriculum, in connection with Traditional Cultural Knowledge, as a teaching and learning proposal within Indigenous School Education. We adopted a qualitative approach and employed participatory research design, using techniques such as observation, interviews, image capturing, and written documentation. The participants were seventeen teachers who work directly in Indigenous schools. The study enabled the systematization of written resources based on oral narratives from the specific cultures of each ethnic group, supporting the development of educational activities that promote scientific learning in harmony with traditional knowledge and Science Education in Indigenous schools.