BILINGUAL EDUCATION AND CULTURAL PRESERVATION: CHALLENGES AND PERSPECTIVES IN INDIGENOUS SCHOOLS

Abstract

This article aims to analyze the challenges and perspectives of preserving indigenous languages ​​in Brazilian indigenous communities, focusing on bilingual education as an instrument of cultural appreciation and resistance. The research, of a qualitative and bibliographical nature, is based on authors who discuss linguistic diversity, indigenous rights, and public education policies. The loss of indigenous languages ​​is understood as a result of historical processes of colonization and forced assimilation, intensified by sociocultural marginalization and the absence of effective language policies. The analysis highlights the importance of intercultural teacher training, the production of teaching materials in native languages, and participatory school management as fundamental strategies to strengthen bilingual education and guarantee the right to linguistic identity of indigenous peoples. It is concluded that the implementation of these actions requires an ethical and political commitment from the State, combined with the autonomy and protagonism of indigenous communities in the construction of their own educational projects.