2026-10-132026-10-132025-10-17MATOS, Lyandra Lareza da Silva. A Força no Caminhar dos Indígenas em Contexto Urbano: A Educação da Associação Multiétnica Wyka Kwara. Orientadora: Ivanilde Apoluceno de Oliveira. 2025. 212 f. Tese (Doutorado em Educação) – Centro de Ciências Sociais e Educação, Universidade do Estado do Pará, Belém, 2025.https://portaldaposgraduacao.uepa.br/handle/riuepa/356AbertoEducação indígenaWyka kwaraInterculturalidade CríticaIndigenous educationCritical InterculturalityEducación indígenaInterculturalidad críticaTeseCiências Humanas::EducaçãoCiências Humanas::Educação::Fundamentos da Educação::Sociologia da EducaçãoCiências Humanas::Antropologia::Etnologia IndígenaThe research presented the following central question: What is the pedagogical dimension of the Wyka Kwara Multiethnic Association's struggle for indigenous rights in an urban context? This research question is directly aligned with the main objective of this analysis. Several specific points were also identified, such as: (1) Understanding what characterizes Wyka Kwara's educational and emancipatory work; (2) Investigating the notions of Good Living and Interculturality produced by Wyka Kwara; and (3) Identifying what the struggles of the Wyka Kwara movement reveal about other forms of education from the Amazon region. The argument was made that the Wyka Kwara movement performs educational work that contributes to the struggles and self-affirmation of indigenous people in urban contexts, revealing other educational processes of emancipation, as well as guarantee the preservation of ancestral memories, defending a “Good Living" way of life, and promoting denunciations of oppression in the Amazonian reality with its advances and limitations. For the investigation, a Participant-type research was adopted, using the Dialogical method based on Freirean thought, whose principle is established in collective construction and methodological guidelines in accordance with different concrete realities. The participants were: the president and vice-president, in addition to five (05) associates. The procedures listed were: 1) Intercultural dialogue, (2) Looking-along with the community, (3) Place for thinking and (4) Conversation(action). The most significant theoretical and methodological references in the study were: Casé Angatu (2016, 2021); Sônia Guajajara (2017); Márcia Kambeba (2020a, 2020b, 2021); Ailton Krenak (2020a, 2020b, 2020c, 2021, 2022); Daniel Munduruku (2009, 2022); Davi Kopenawa (2015); André Baniwa (2023); Linda Smith (2018); Tatiane Costa (2018); Nego Bispo (2015, 2023); Paulo Freire (2013, 2019, 2021); Carlos Brandão (1983, 2005, 2006, 2008); Ivanilde Oliveira (2015, 2024); Darcy Ribeiro (2015, 2021); Walsh (2009, 2019); Alberto Acosta (2016); Barbara Pinheiro (2023, 2025); Djamila Ribeiro (2019), Alder Dias (2023); Dannyel Castro (2023), Eduardo Gudynas (2019), among others. The text provoked epistemological and political fissures, since the guidelines of indigenous people in urban contexts, especially those without ethnic affiliation, still constitute a complex field of discussion. The results revealed that the Association's education contributes to the development of a social transformation project involving the empowerment of the oppressed, as well as a commitment to sociocultural interests related to ethnic, racial, gender, and rights issues (human and non-human). In the same line, the Association presents itself as a form of resistance to destabilize hierarchical structures, denouncing oppression and announcing liberation through its struggles manifested through another kind of education originating from the Amazon.PPGED - Saberes culturais e educação na Amazônia