INDIGENOUS EDUCATION: CHALLENGES FOR NON INDIGENOUS SCHOOLS IN BARRA DO GARÇAS-MT

Abstract

The advances of Indian public policies, triggered by indigenous struggles and movements, more specifically those related to school education, motivated the development of a research that aimed to understand the process of school inclusion of indigenous students in non - indigenous public schools, in the city of Barra do Garças / MT, as a result of which the specific objectives were aligned: to understand educational policies aimed at the education of indigenous people in non-indigenous public schools and to know what teachers say about the presence of indigenous people in such schools . In order to theoretically subsidize production, authors such as Cohn (2001), Grupioni (2005), Pagliaro (2005) dealing with indigenous peoples in Brazil and Both (2009), among others, discuss indigenous school education. The qualitative methodology and the procedures for interview, observation and documentary analysis allowed the data to be collected regarding the indigenous educational process in Brazil, in the state of Mato Grosso and, consequently, in Barra do Garças. The results indicate that indigenous school education in non-indigenous schools still needs to be advanced, especially with regard to language and the overcoming of prejudice and discrimination faced by indigenous people in the school context.