A Educação Escolar Indígena e o Direito Indigenista como uma possibilidade de redução ou intensificação das desigualdades sociais

Abstract

This research is based on the assumption that indigenous school education is a fundamental means of streamlining indigenous peoples' access to knowledge of indigenous legislation, through the teaching of content on law and citizenship in its multiple aspects. The research sought to analyze how the dissemination of knowledge of indigenous legislation among indigenous peoples of the Kaingang ethnic group, in the Rio das Cobras Indigenous Land, in the municipality of Laranjeiras do Sul/PR, can act as one of the vectors of reduction or intensification of social inequalities. The specific objectives of this research consisted of deepening the analysis of the relationship between self-determination and decolonialism in the Brazilian reality, understanding how these concepts manifest themselves and impact indigenous communities. In addition, the research proposes to differentiate the concepts of indigenous education and indigenous school education, with the aim of identifying the distinctions and intersections between these forms of education, especially in the context of cultural resistance and identity affirmation. Furthermore, indigenous school education is examined in light of Brazilian legislation and public policies, highlighting the transformations and legal implications that influence access, quality and relevance of education offered to indigenous peoples. Using the theoretical and methodological framework of indigenous law, indigenous rights, indigenous education and indigenous school education, we formulate and present the idea of “Indigenous Law in Indigenous School Education”, which served as a basis for interpretation for the interviews conducted with indigenous people and teachers who live/work in the Rio das Cobras Indigenous Land, located in Novas Laranjeiras/PR, especially at the Feg-Prag Fernandes State Indigenous School. Thus, by exploring possible mechanisms for valuing traditional culture and knowledge, this dissertation aimed to produce knowledge that contributes to the promotion of public policies that guarantee human rights and value social justice and the well-being of indigenous communities, as well as respecting and enhancing indigenous cultural practices, providing a truly multicultural education with the purpose of ensuring that indigenous peoples are protagonists in the defense of their rights and in the construction of their own future.