A educação escolar indígena diferenciada

• Autor(a) principal: Braga, Lisbela Lessa Cohen
• Data de Publicação: 2021
• Tipo de documento: Artigo de conferência
• Idioma: por
• Título da fonte: Repositório Institucional da UFS
• Texto Completo: http://ri.ufs.br/jspui/handle/riufs/16540; http://dx.doi.org/10.29380/2021.15.01.26
• topic: Educação indígena; Educação escolar indígena; Educação diferenciada; Indigenous education; Differentiated education; Indigenous school education

This article aims to contribute to the debate about differentiated Indigenous School Education by conceptualizing what it means to be different from an anthropological perspective, considering my training in anthropology, using the methodology of bibliographic research which enabled us to have an understanding of the theme, the from a brief history, bringing the Brazilian legislation specific to Indigenous Education as a differentiated education where it is addressed in many infra-constitutional norms, including international conventions that were created and approved in an attempt to guarantee the effectiveness of a fundamental human right that comes from XVI century to the present day, showing significant changes. Thus, we consider it essential to understand how Differentiated Indigenous School Education dialogues with Traditional Indigenous Education, respecting their customs, beliefs and traditions. Finally we will bring the speech of prof. Dr. Indigenous anthropologist Gersem Baniwa to reflect on which school the indigenous people aspire to and dream of having.