Educação escolar indígena: uma análise sobre as especificidades curriculares

Abstract

The struggle of indigenous peoples for schools that respond to their educational demands is accompanied by debates and the consequent implementation of public educational policies that contribute to the development of school education and differentiated curricula. In view of this, this work aims to analyze the curricular specificities of indigenous schools and its method is documentary research with a view to analyzing the Federal Constitution of 1988, the Law of Guidelines and Bases of National Education of 1996, the National Common Curricular Base, the Opinion no14 of 1999 and other legal frameworks that support indigenous school education. The analysis revealed that the teaching offered in indigenous schools must be developed through intercultural curricula, choosing knowledge and the mother tongue as a constituent of the curriculum along with knowledge from other contexts. In this way, indigenous memories, traditions and values are considered important elements of the school curriculum, characterizing the specific nature of indigenous schools.