Resumen:
This paper presents the results of field research carried out with the children, educators and parents of the Umariaçú II community. The goal of this study is to investigate the actions and reactions of the indigenous children in the teaching and learning process in early childhood education, in the AEGATU DECATUCU Municipal School. The specific goals laid out in this study were: Observe within the daily life of the school the communal interaction relations among the children and between children and educator in regard to the school activities connected to the pedagogical practice of the teacher in the classroom. Describe the ways in which the family (parents/those/responsible), in relation to the school, participates as true nuclei, being these partners in the education and learning process within the school life of their children. Register, through observation and interaction, how the indigenous children react to formal learning in the class room, confronted with the proposed activities of the educators. With regard to behavior, the children, as all children, have their moments of fun, and with regard to the learning process, these children are very attentive when the educators are explaining things. One perceives that stimulus and motivation must always walk together as a proposal of the educators. Besides this, the research revealed that the parents are not such great collaborators and partners in the [formal] education of their children, because they still have the image that teaching and learning are legacies marked and rooted by family generations. For the educators the school is the institution which tends to make possible many activities to have the presence of the parents in its daily life, even though they are confronted with the challenges which indigenous education faces in its curricula, resources, community, acculturation and social life which is being daily infiltrated by a more urbanized society. Faced with this, the presence of the child remains as a being in development, with dreams, fulfillments, many times being marked by its culture, which the child itself does not have the power to change, but, re-signifies through their ways of life and survival.
