Entre traços e saberes: o grafismo Sateré-Mawé como estratégia educativa, decolonial e intercultural nas aulas de arte.

Abstract

This Scientific Initiation research (PIBIC/UFAM) was funded by the Amazonas State Research Support Foundation (FAPEAM) and investigated the use of Sateré-Mawé graphics as a pedagogical strategy to promote decolonial and intercultural education in art classes at a public school in the municipality of Parintins/AM. Based on Law 11.645/08, which establishes the mandatory teaching of indigenous and Afro-Brazilian histories and cultures, the study seeks to integrate the ancestral knowledge of the Sateré-Mawé into the school environment, valuing cultural diversity and challenging Eurocentric paradigms. With a qualitative approach and supported by action research, it was developed in four stages: theoretical survey, teacher training, practical workshops, and critical analysis. The workshops, held in a non-indigenous school, addressed cultural and historical aspects, the meanings of graphics and artistic experiences, deconstructing stereotypes and sensitizing the school community to the inclusion of indigenous knowledge. Preliminary results indicate that Sateré-Mawé graphic symbols enrich the curriculum, promote recognition of indigenous identities, and strengthen intercultural dialogue. Thus, the research contributes to critical educational practices, aligned with the valorization of indigenous cultures and the role of the school as a space for resistance, diversity, and social transformation.