Gestão escolar indígena no território Wassu Cocal

Abstract

This dissertation has as object the indigenous school management in the Wassu Cocal territory. An analysis was developed based on the recognition of the challenges of indigenous school management in the construction of strengthening the community, through professional, political, pedagogical, democratic and participatory ethics, in the face of organizational changes in the context of indigenous schools in Wassu Cocal Village, in special Indigenous State School Professora Marlene Marques dos Santos. We also point out that the research is focused on the promotion of an indigenous school management that enables managerial and pedagogical actions that validate pluriculturality; democratization or participation in pedagogical-management practices; the dialogue between cultural practices with educational projects, public policies and knowledge originating from the Wassu Cocal people. Therefore, the general objective was to understand the challenges of indigenous school management at the Professora Marlene Marques dos Santos, with the specific objective of presenting the historical, political, social, cultural and educational context of the Wassu Cocal territory. In this way, the qualitative approach methodology, based on bibliographical and documental research technique and based on theoretical and epistemological assumptions, enabled us to understand the need for understanding the importance of school management and the challenges faced to guarantee an education intercultural indigenous school, specific and differentiated for the Wassu Cocal indigenous people, which is now legally guaranteed in the documents that ensure a differentiated school education. The realization of this study allowed us to conclude the importance for the current and future educational management of indigenous peoples, as we understand that in the midst of socio-educational evolution in the indigenous territory, new perspectives are opened to the future, even knowing that we still have a long way to go. That said, it is hoped that this dissertation will also inspire new researchers, indigenous or not, to dare to problematize and research indigenous school education in Brazil.