2026-10-072026-10-072026-03-27MORAES JUNIOR, Henrique de. Ensino de Filosofia Decolonial e Intercultural em Escola Indígena “Itaputyr” Tembé Tenetehara na Amazônia Paraense. Orientadora: Ivanilde Apoluceno de Oliveira. 2026. 646 f. Tese (Doutorado em Educação) – Centro de Ciências Sociais e Educação, Universidade do Estado do Pará, Belém, 2026.https://portaldaposgraduacao.uepa.br/handle/riuepa/327AbertoEducação decolonialEscola indígena ItaputyrEnsino de FilosofiaFormação continuadaDecolonial educationItaputyr indigenous schoolTeaching of philosophyContinuing educationEducación decolonialEscuela indígena itaputyrEnseñanza de la FilosofíaFormación ContinuaTeseCiências Humanas::EducaçãoCiências Humanas::Educação::Tópicos Específicos de Educação::Educação PermanenteThis doctoral thesis conducted participatory action research involving philosophy teachers, elders, and members of the Tembé community in two activities: formative dialogical meetings and the development of a teaching plan from the perspective of decolonial and critical intercultural education in the teaching of philosophy in the Itaputyr Tenetehara Indigenous School. The overall objective of the research is to analyze how the participation of Tembé elders and community members in the village of Zawara Uhu can ontribute to the ongoing training of philosophy teachers and the reworking of the Teaching Plan for a decolonial and critical intercultural education in the Teaching of Philosophy in Indigenous School Education “Itaputyr” Tenetehara. Its specific objectives are: a) to verify how the ongoing training of philosophy teachers with community participation contributes to rethinking educational practices, valuing Tenetehara philosophy and education for a critical decolonial and intercultural teaching of philosophy in the Tembé Tenetehara Indigenous School Education “Itaputyr”; b) to identify how the participation of Tembé elders and community members in the village of Zawara Uhu enables the reworking of the decolonial and intercultural dialogical teaching plan in philosophy teaching at the “Itaputyr” Tenetehara School; and c) verify that critical decolonial and intercultural education can be built by the Tembé Tenetehara community through ongoing training and the Teaching Plan. The methodological approaches adopted in the research were: the State of Knowledge, participatory and qualitative action research with training and reworking of the philosophy teaching plan. The Study Method is decolonial, intercultural, and based on good living. The research locus is the Itaputyr Indigenous State High School, located in the Alto Rio Guamá Indigenous Territory in the state of Pará, in the city of Capitação Poço in the municipality of Santa Luzia do Pará. The interlocutors-co-authors of the study are: the philosophy teacher, two elderly women, one elderly man, and two Tembé community members. The following procedures were adopted: a bibliographic survey on subjects related to coloniality and decoloniality; colonial and decolonial pedagogy; interculturality and education: functional and critical, and Amerindian ecological good living education; teaching of decolonial philosophy, Amerindian ecological good living, and interculturalism. Documentary analysis of the previous teaching plan and the one reconstructed by the Tembé community. A Freirean Dialogical Interview was also conducted with the philosophy teacher, the elders, and the Tenetehara community members, as well as In Loco Observation of the processes of Formation and construction of the Philosophy Teaching Plan. The systematization and analysis of information was carried out through content analysis, using analytical categories such as: coloniality, functional interculturality, colonial education, functional and colonial philosophy; decoloniality, critical interculturality, decolonial education, intercultural education, education for good living, decolonial philosophy, good living and interculturality, thematic categories, and ethical care. It can be inferred that through formative and constructive dialogical encounters with the Tembé community and the philosophy teacher, the Itaputyr school's decolonial philosophy teaching plan values the philosophical and educational narratives of Tenetehara good living and, in an intercultural way, the encounter between Tembé knowledge and European philosophical knowledge in the school, contributing to the formative process of Tenetehara students, cultural strengthening, identity defense, leadership development, and the guarantee of rights and a dignified life in its fullness in Tembé territory.PPGED - Saberes culturais e educação na Amazônia