INDIGENOUS EDUCATION IN THE CONTEXT OF BASIC EDUCATION IN BRAZIL

Abstract

Indigenous education in Brazil has gone through different phases, from the Jesuit catechization in the Colonial period to the recognition of differentiated education in the Federal Constitution of 1988. This study investigates the challenges and advances of this educational modality, analyzing historical, legislative and structural aspects. The research, of a bibliographic and documentary nature, shows that, despite the favorable regulatory framework, the implementation of indigenous education still faces significant barriers, such as the precariousness of school infrastructure, the shortage of qualified teachers and the threat to linguistic diversity. In addition, curricular standardization and the lack of specific teaching materials compromise the appreciation of indigenous knowledge. The results indicate that investments in teacher training, in the structure of schools and in the production of appropriate pedagogical content are fundamental to guarantee an effective intercultural and bilingual education. It is concluded that, although there have been advances, indigenous education still needs more effective public policies to consolidate its proposal of inclusive and culturally respectful teaching.