Os Kambeba, a escola e seus significados

The Indigenous School Education constitutes itself in a process of confronting ethnic groups in experiencing, within the villages, a school model differentiated from non-indigenous patterns. This struggle becomes possible with the promulgation of the Federal Constitution of 1988, which aims an article to enable them to appropriate this claim. The school among the Kambeba of the Indigenous Territory of Barreira da Missao, Community Betel Tefe (AM), was incorporated and experienced by the community from that period on. Therefore, this text has as its central objective to analyze how the Kambeba of the Betel Tefe Community (AM) perceive the function of the Municipal Rural Indigenous School Padre Augusto Cabrolie in the cultural and identity strengthening of the ethnic group. The methodological journey used the hermeneutic-dialectic method, for the possibility of discussing the data, perceiving the intrinsic confrontations and tensions of this process. The results showed us that this Kambeba group perceives the school as a link that strengthens the community, being the place where the rescue of beliefs, traditions, and customs is being developed by the teachers in the classrooms, and the Kambeba student has appropriated unique elements of culture and built new meanings that are necessary for identity strengthening. The conclusions show that the school that once was the stage for homogenization and denial of ethnic differences is currently the place of new possibilities, as it seeks to meet the expectations and aspirations of the group, culminating in the strengthening of the culture of the Kambeba people.