Learnings and Strategies of Resistance in the Coordination of Indigenous School Education at the Secretariat of Education in Tangará da Serra-MT

Abstract

This article reflects on the role I assumed, as Haloti, an Indigenous teacher, in the Coordination of Indigenous School Education at the Municipal Secretariat of Education in Tangará da Serra. The objective is to present an experience rooted in community decision-making and active listening, particularly in the production of specific didactic support materials that contribute to the specific and intercultural education of the Haliti-Paresi students. For the development of this administrative work, we highlight that listening to the community and understanding their educational and training needs was paramount for carrying out training sessions with teachers. Thus, we relied on the collaboration of the State University of Mato Grosso (UNEMAT), via the Intercultural Indigenous Faculty, the Postgraduate Program in Teaching in an Intercultural Indigenous Context, and directly through the Center for Amerindian Languages (CLAM). It is important to emphasize that the administrative actions of this coordination office constitute a significant challenge, but also a path for Haliti-Paresi leadership in the construction of specific materials, as well as an act of resistance in being present and occupying a position within the secretariat. The aim is to serve Haliti policy, culture, and science, while simultaneously maintaining intercultural dialogue with other forms of knowledge. This, ultimately, means providing an education that meets the desires and needs of the Haliti-Paresi people.