Política dos territórios etnoeducacionais no amazonas: perspectiva para efetivação da Educação Escolar Indígena

Abstract

This thesis was developed by the Program of Postgraduate in Education in the Federal University of Amazonas. The research had as theme the Policy of Ethnoeducational Territories in Amazonas: perspective for the effectiveness of Indigenous School Education. The theme’s choice was instigated from the experience as researcher, indigenous teacher and indigenous activist in favor of Indigenous School Education. The thesis’ problematic looked to investigate the non implementation of indigenous peoples rights to Indigenous School Education, even though there exists Indigenous School Education legislations. To answer this problem we did the following question: what are the challenges and possibilities for the implementation of the Policy of Ethnoeducational Territories in order to make Indigenous School Education effective in the Amazonas state? The research had as its main objective to analyze the challenges and possibilities of the management of Indigenous School Education in Ethnoeducational Territories in the Amazonas state. In the specific objectives, we defined as to know: the implementation process of the Policy of Ethnoeducational Territories, to identify and to analyze the agreed commitment in the Ethnoeducational Territories of Amazonas; and to point the indigenous protagonism in the effectiveness of the Indigenous School Education management. The research was subsidized by documentary and bibliographic surveys, it used the qualitative approach and was oriented by the method of hermeneutics-dialectics approach (MINAYO, 2002). For the analysis, we had as theoretical contribution: Santos and Meneses (2010); Ghedin (2017) and Cruz (2018); Candau (2010) and Walsh (2019); Mainardes (2006); Weigel (2000); Grupioni (2008); Luciano (2013); Santos (2022) and Gramsci (2013). As investigation result, we defend that Amazonas state, even though it has municipal, state and federal public institutions that works with indigenous peoples in every sphere, it does not make effective the rights for the Indigenous School Education, and the same could be implemented with the adoption of the principles of the Ethnoeducational Territories policy from Amazonas.