CHOICE OF KNOWLEDGE IN INDIGENOUS SCHOOLS: TWO GUARANI CASES (SÃO PAULO, BRAZIL)

Abstract What social processes determine the choice of knowledge that circulates in indigenous schools? This question may shed light on modalities power contribute to forging collective meanings education local communities. The article presents research aimed answer this question. We made direct observation two schools Guarani territories SP and conducted interviews informal conversations with their teachers leaders. results describe influence governmental conduct, teaching conceptions, community preferences conformation school work. performance stands out, who produce circumscribed practices autonomy that, small-scale perspective logic educational innovation, overcome colonialist norm which historically shaped for people.