Education, research and practices in the context of indigenous schooling: the actions of Pibid Diversidade in Xukuru do Ororubá folk

The triggering of the Institutional Program of Teaching Initiation Scholarship for Diversity (PIBID Diversity), in the context of the educational education, innovation of work with contributions with collective autonomy, process of building knowledge and strengthening ethnic identity. Thus, this article presents the results of the research Indigenous Teachers of Pernambuco: training, research and pedagogical practice (2011-2013), held in the 1st edition of Pibid Diversity, contextualizing a historical trajectory of the Xukuru people and as practices unleashed in the field of education of this ethnic group. Therefore, we use the theoretical lenses of Almeida (2017), Grosfoguel (2007), Escobar (2005) and Mignolo (2007) to make explicit the epistemological character of pedagogical practice in the indigenous school education. This understanding calls for a methodology linked to the perspectives of the recursive movement, breaking with a colonialist linearity of the societal and governmental actions. A denaturalization of the addicted looks by modernity, by qualification and by the announced capitalism, as interventionist actions in development by the public of Pibid Diversity, not the people Xukuru of Ororubá, the learning, formative and parental processes interrelate the life of the indigenous communities with the construction of knowledge, bringing together school and community in a unique and differentiated way