Direito à educação para os povos indígenas: percepções de professores(as) indígenas do Amazonas

Abstract

This article presents the results of the research for the Final Course Project, carried out in the Pedagogy Degree Course at the Faculty of Education of the Federal University of Amazonas in 2024. The general objective of the research aims to analyze the right to education for indigenous peoples, highlighting aspects of language and culture, in dialogue with indigenous teachers in the state of Amazonas. It reflects on the historical struggle of indigenous peoples, especially in education, highlighting the importance of differentiated school education, which respects the cultural and linguistic diversity of these communities. The research discusses the perceptions of four indigenous teachers from the state of Amazonas about these rights and the difficulties faced in indigenous schools. The methodological approach follows the qualitative perspective, based on the context of documentary and bibliographical research, operationalized in studies of normative documents and specialized literature, which served as the basis for the research. The text emphasizes that, despite legal advances, the fight for an education that truly respects the cultural and linguistic diversity of indigenous peoples remains essential for the promotion of equity and social inclusion of these communities. It concludes that indigenous school education must be strengthened through greater coordination between governments, communities and indigenous movements. It is essential that public policies be expanded based on the real demands of the community and with the active participation of indigenous peoples in the formulation and implementation of these policies. An effort is needed to overcome prejudices and value the cultural and linguistic contributions of indigenous peoples to society.