Povo Koiupanká e a educação escolar indígena: 15 anos de resistência no sertão alagoano

Abstract

This paper discusses indigenous school education (EEI) held in the Koiupanká People, Inhapi - AL municipality since 2006. The developments of the research started from the problem: What is Indigenous School Education? How do public policies for it take place in the Koiupanká people? This is a bibliographic and field research, of a qualitative nature. The ethnographic method, with participant observation, field diary and semi-structured interviews, composes the methodological path to collect the data submitted to the content analysis process. With the purpose of establishing the tessitura, the research describes the historical and political processes, the conceptions and theoretical and practical aspects of action from the experience constructed and shared in the Ancelmo Bispo de Souza Indigenous State School. Finally, it analyzes the dichotomies between what is present in the legislation and what is effective, linking the main difficulties and perspectives of ethnicity in relation to the EEI in the state of Alagoas. The work is justified, among other aspects, because it is necessary to research and treat this theme as a way to give voice to the Alagoan peoples, in addition to discussing the state's duties in creating and implementing educational public policies. The results showed that Indigenous School Education materializes in the Koiupanká indigenous school as a systemic space of social, political and cultural dimensions, in which pedagogical practices are built from the historical specificities and the identity of the people. In addition, in the Brazilian normative field, the recognition of diversity and indigenous rights has been expanding, especially since the 1988 Constitution, however there is a process of stagnation in relation to compliance with legal prerogatives and, however, concrete actions by the in compliance with the rights of the peoples of this country.