Educação escolar indígena: os desafios de implementação das políticas públicas

Abstract

Indigenous school education in Brazil is marked by a historical process of profound tensions, in which the school was, for centuries, used as a mechanism of cultural domination, silencing of identities, and forced assimilation. This model aimed to enable the exploitation of Indigenous labor and facilitate the occupation of their territories, guided by economic and political interests. Nevertheless, the constant resistance of Indigenous peoples has enabled advances and the achievement of specific educational rights, ensuring and preserving part of their origins, cultures, and territories. The objective of this research is to analyze the historical process of Indigenous schooling in Brazil, as well as the public policies directed toward Indigenous school education and the challenges faced in effectively implementing these already established rights. The research problem lies in understanding why public policies for Indigenous school education have not yet been able to effectively guarantee an intercultural, bilingual education that is appropriate to the realities and needs of Indigenous peoples in Brazil. To this end, bibliographic research will be conducted based on books and scientific articles, grounded in historical-dialectical materialism, with the aim of recovering the historical trajectory of this process.