Educação indígena no Brasil: desafios e perspectivas em análise

Abstract

The research addressed the challenges faced by indigenous peoples in Brazil since the Portuguese invasion, when education was provided through catechization. For a long time, indigenous education in Brazil was administered in a contradictory manner and by racist and assimilative institutions, such as the SPI and FUNAI. The changes that occurred occurred through collective struggles that only began to be evident with the promulgation of the 1988 federal constitution. From the federal constitution onwards, many rights began to be guaranteed and assured constitutionally. During this period, indigenous school education began to be held responsible by the Ministry of Education (MEC), guaranteeing the peoples a specific and differentiated education. Soon after, in 1996, the Law of Bases and Guidelines for Education (LDB) was created, determining bilingual and intercultural education. In 1998, the RCNEI was created, representing a great advance in indigenous school education. This document aimed to develop basic education curricula, functioning as a support for teachers. The research also highlighted the main challenges and obstacles faced by indigenous communities in implementing quality education based on their social and cultural aspects, and the impacts caused on the lives of students. Through the study, it was concluded that despite the rights guaranteed by the constitution, indigenous school education still has a long way to go, as it is still necessary to implement public policies that encompass all the plurality that exists within indigenous schools, as well as investments so that schools can be built with adequate infrastructure.