TEACHERS' PERCEPTIONS OF INDIGENOUS SCHOOL EDUCATION: CHALLENGES AND PERSPECTIVES IN INDIGENOUS SCHOOLS OF THE UPPER HINTERLAND OF ALAGOAS

Abstract

This study analyzes the perceptions of teachers working in Indigenous schools in the Upper Hinterland of Alagoas, Brazil, aiming to understand their professional profile, working conditions, and the challenges involved in implementing differentiated Indigenous school education. The study adopted a qualitative and quantitative descriptive approach and was conducted in three Indigenous schools in the Upper Hinterland of Alagoas, involving 25 teachers. Data were collected through questionnaires comprising open-ended and closed-ended questions. The information was organized into tables and graphs and analyzed in light of the specialized literature on Indigenous school education and teacher education. The findings indicate that teachers recognize the school as a space for strengthening cultural identity, preserving traditional knowledge, and promoting citizenship. However, the study also identified challenges related to the predominance of temporary employment contracts, the lack of specific training for intercultural education, difficulties in teaching Indigenous history and culture, and the need for greater institutional and pedagogical support. The study concludes that strengthening Indigenous school education requires public policies focused on teacher professional development, continuing education, employment stability, and improved teaching conditions, thereby ensuring an intercultural education that respects the cultural specificities and the rights of Indigenous peoples.