INDIGENOUS EDUCATION, CITIZENSHIP AND HUMAN RIGHTS: A CRITICAL ANALYSIS

Abstract

This article aims to critically analyze the relationship between Indigenous education, citizenship, and human rights in the contemporary Brazilian context. It is a bibliographic study with a qualitative approach, exploratory in nature, and grounded in the deductive method. The databases used were Google Scholar and SciELO, from which relevant works on the topic were selected. The analysis begins with general conceptions of human rights, citizenship, and education, advancing toward an understanding of the specificities of Indigenous education as a counter-hegemonic and resistant practice. The results indicate that Indigenous education constitutes a fundamental instrument for identity affirmation, the valorization of traditional knowledge, and the realization of collective rights, although it still faces structural challenges stemming from the coloniality of knowledge and the limitations of public policies. It is concluded that the consolidation of a critical and intercultural Indigenous education is essential for strengthening a plural and inclusive democracy.