Rodrigues-Marçulo, Alexandra de OliveiraRodrigues, Karla Janine2025-12-222025-12-220025-10-09https://repositorio.ifrr.edu.br/handle/123456789/254Ensuring distinct and quality Indigenous school education, collectively built from an intercultural and bilingual perspective, with its own pedagogical processes aligned with local demands, remains a challenge, despite existing legal support. In this context of multiple realities, the urgent need to build curricula aligned with local experiences is evident. Additionally, teacher training still faces barriers in interdisciplinarily addressing curricular content, valuing orality, ethnoknowledge, and "knowing-how-to-do" in the daily lives of Indigenous students. This study aims to discuss and propose a continuing education model for teachers aligned with the contexts of Indigenous schools. Methodological procedures are based on qualitative research, with a propositional and bibliographic approach, utilizing databases such as SciELO, Google Scholar, and institutional repositories. The findings indicate that continuing education in Indigenous contexts is a challenge and highlight the urgent need for strategies that recognize ethnoknowledge and, through interdisciplinarity, associate ancestral with academic knowledge. The proposed model, methodological in nature, addresses these demands by interdisciplinarily integrating both manifestations of knowledge.pt-BRAttribution-NonCommercial-NoDerivs 3.0 BrazilFormação continuadaEducação indígenaInterdisciplinaridadeCurrículo indígenatcc_especializacaoCIENCIAS HUMANAS::EDUCACAOCIENCIAS EXATAS E DA TERRACIENCIAS BIOLOGICAS