Banca de DEFESA: TAYSA KAWANNY FERREIRA SANTOS

INDIGENOUS SCHOOL EDUCATION POLICIES: THE RIGHT TO LEARN IN THE XUKURU-KARIRI

 TERRITORY IN PALMEIRA DOS ÍNDIOS/AL.

This research aimed to analyze public educational policies in the school context in the territory of the Xukuru-Kariri indigenous people, in Serra do Amaro, municipality of Palmeira dos Índios, in the state of Alagoas. To this end, it was necessary to specify the specific objectives of the aforementioned study, which were: conceptualizing indigenous school education policies in the field of decoloniality and within the scope of indigenous thought; identify public policies for Indigenous School Education at the Balbino Ferreira State School and diagnose how indigenous educational policies have implemented a proposal for differentiated education in the Serra do Amaro territory. This study was guided by the qualitative research approach, prioritizing descriptions in the Human Sciences, characterizing how individuals or groups represent the forms and meanings of discourses. It is important to highlight that it is a type of research based on the assumptions of anthropology and education, highlighting the technique of ethnographic case study, valuing listening, observations, respect for sociocultural practices different from non-indigenous practices, as it makes it possible to characterize the place lived by the Xukuru-Kariri indigenous people of Serra do Amaro, using ethnographic field diaries, interviews with leaders, indigenous and non-indigenous teachers who participated in the construction of the school and documents from the Permanent State Forum for Indigenous School Education of Alagoas - FEPEEIND as research instruments with the aim of strengthening data analysis. The results showed that, when analyzing the public educational policies of Indigenous School Education, it is necessary to think based on the specificities of each people, expressing the construction of an identity, of a differentiated school, constituting itself as a vehicle for mobilizations, strategies and articulations for the achievements of historic social rights, for the strengthening of the indigenous movement. It is important to highlight that school practices are inserted into the daily lives and experiences of the people under study through their narratives, sociocultural expressions and experiences with their elders. The limitations presented in this study pointed to the difficulties in consolidating these policies, being designed based on the specificities of each people, through a dialogue with the territories, teachers and leaders. In this sense, it is necessary to understand the strategies and actions for recognizing differences. In view of the experiences and reflections, the importance of the processes in the Indigenous School Education of the Xukuru-Kariri people and the political strategies, for example, of articulations with the indigenous movement so that the territory can understand the principles that guide Indigenous School Education, was verified. within an intercultural perspective that directs itself towards a pedagogy of encounters.