Politicas de educação escolar indígena : o direito de aprender no território xukuru-kariri em Palmeira dos Índios/AL

Abstract

This research aimed to analyze public educational policies in the school context within the territory of the Xukuru-Kariri indigenous people located at Serra do Amaro, municipality of Palmeira dos Índios, in the state of Alagoas. The guiding question of the aforementioned work was: How do Indigenous School Education policies in Palmeira dos Índios promote the right to learn of the Xukuru-Kariri people in the territory of Serra do Amaro? The central thesis of the research is: "Indigenous School Education policies are implemented as a proposal for differentiated and decolonized education within the school context of the Serra do Amaro territory due to the presence of indigenous leaders and teachers through socio-cultural practices, mobilizations, claims, and dialogues with the State itself, which advocate for the right to a differentiated and intercultural Indigenous School Education in accordance with the legal parameters established since 1988." The specific objectives of the study were as follows: to onceptualize indigenous school education policies within the framework of decoloniality and indigenous thinking, to identify public policies for Indigenous School Education at the Balbino Ferreira State School, and to diagnose how indigenous educational policies have effectively implemented a proposal for differentiated education in the Serra do Amaro territory. This study followed a qualitative research approach, emphasizing descriptions in the field of Humanities, characterizing how individuals or groups represent the forms and meanings of discourses. Being a type of research based on the assumptions of anthropology and education, highlighting the technique of ethnographic case study, emphasizing listening, observations, and respect for socio-cultural practices that differ from non-indigenous practices. This approach allows for the characterization of life experiences of the Xukuru-Kariri indigenous people, using ethnographic field diaries, interviews with leaders, indigenous teachers who participated in the school's construction, and documents from the Permanent State Forum on Indigenous School Education of Alagoas (FEPEEIND) as research instruments to strengthen the data analysis. The results pointed out that when analyzing public educational policies for Indigenous School Education, it is necessary to consider the specificities of each people, expressing the construction of a distinct identity and a differentiated school. These policies become a means of mobilization, strategies, and actions for the historical social rights of the indigenous movement. It is important to emphasize that school practices are embedded in the daily lives and experiences of the studied people through their narratives, socio-cultural expressions, and interactions with their elders. The limitations presented in this study indicated difficulties in consolidating these policies while taking into account the specificities of each people through dialogue with territories, teachers, and leaders. In this sense, it is necessary to understand the strategies and actions for recognizing differences. Based on experiences and reflections, the importance of mobilization and advocacy in Indigenous School Education of the Xukuru-Kariri people was evident, as well as political strategies such as collaborations with the indigenous movement to ensure public educational policies within the perspective of an intercultural curriculum that prioritizes the aspirations of indigenous teachers, thus highlighting the socio-cultural practices of the territory.