A legislação da educação escolar indígena na América Latina a partir da perspectiva da colonialidade

• Ano de defesa: 2020
• Autor(a) principal: Souza, Fábio Julio de
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Mato Grosso; Brasil; Instituto de Educação (IE); UFMT CUC - Cuiabá; Programa de Pós-Graduação em Educação
• Palavras-chave em Português: Educação escolar indígena; Legislação da educação indígena em América Latina; CNPQ::CIENCIAS HUMANAS::EDUCACAO; Indigenous school education; Legislation on indigenous education in Latin America
• Link de acesso: http://ri.ufmt.br/handle/1/2700

The education process in indigenous schools in Latin America is marked by the colonization that countries have suffered since the arrival of the first Europeans in 1492. It is a system that has lasted years and has its mark on the structures and in the educational systems of all countries until the present days. Based on the information, it could be asked: how is settled the laws in these countries with the greatest ethnic and linguistic heterogeneity in Latin America? The legislative of these countries favored a decolonizing education in indigenous school that incorporates ancestral knowledge? The research will take place in the following countries: Mexico, Guatemala, Peru, Ecuador, Bolivia, and Brazil, because they are countries with great ethnic and linguistic diversity and countries with laws that ensure such diversity. The time analisys will concern the post-constitutions focusing on the general education law of each country. The main objective of this dissertation is to analyze indigenous school education legislation in selected countries of Latin America and to show how the topic of coloniality is present in national legislation. This research aims to contribute to the information systematization about indigenous school education in Latin America, assisting other researchers in identifying analytical categories that reveal the indigenous school reality, also systematizing part of the literary and scientific collection of the Latin America school education of the amerindian people. As this is an unfinished research, it has as partial results that indigenous school education has important meanings for the indigenous people in Latin America, that perceive it as a tool to fight for their rights and needs. This way, the school is perceived as an institution that can enable greater autonomy for people, or, conversely, give rise to increasing dependencies, when perceived as an arm of colonial knowledge. It can be an instance of protection and socialization of the cultural heritage of each people or an instance of imposing the values of hegemonic societies. The research indicates important advances have been made in legislation, especially in countries as Ecuador and Bolivia, where indigenous populations and education agendas are part of public policy. In other countries where the majority population is made up of indigenous or mixed races people, there is a lack of specific policies that contribute to the development in culture and identities of each people. There is still a great deal of resistance and reluctance from society and the public service to assimilate and implement what has been established in the legislation, in order to become a concrete reality and the school becomes an effective space for intercultural, linguistic and citizenship dissemination.