Grafismo indígena como metodologia ativa na educação intercultural: saberes tradicionais, território e aprendizagem.

Abstract

Abstract

This article analyzes the possibilities of using Indigenous graphism as an active learning methodology in the context of intercultural education, considering its relationships with traditional knowledge, territory, and learning processes. This is an integrative literature review with a qualitative and exploratory approach, based on scientific publications produced between 2020 and 2026 and identified in national and international scientific databases and journals. The analysis of the selected studies showed that Indigenous graphism goes beyond its aesthetic dimension and constitutes an important form of cultural expression related to identity, memory, belonging, and the intergenerational transmission of knowledge. The studies analyzed show a greater concentration of experiences in Mathematics, Ethnomathematics, and Arts, highlighting possibilities for exploring patterns, shapes, symmetries, and other forms of knowledge present in cultural manifestations. However, the findings also indicate potential for interdisciplinary approaches involving different areas of the curriculum. The analysis demonstrated that graphism can assume characteristics of an active learning methodology when used as a starting point for processes involving problematization, investigation, dialogue with the community, knowledge production, and dissemination. Nevertheless, the study emphasizes the need to avoid folklorized or decontextualized approaches, considering the specificities of each Indigenous people and the participation of those responsible for transmitting cultural knowledge. It is concluded that Indigenous graphism has the potential to contribute to territorialized, participatory, and intercultural pedagogical practices, bringing school knowledge closer to knowledge produced within Indigenous territories.