Políticas educacionais para povos indígenas no Brasil: interculturalidade e seus desafios na educação escolar indígena

Abstract

Historically, the relation between State and Indian People was marked by adoption of unsuitable policies that results, at first, in the extermination a lot of native people that here found and followed in a forced attempt of assimilationist these people to nacional society at the expense of your language and cultural erosion. New paradigm pass to direct the Government politics through the Federal Constitution promulgated in 1988 to recognize the cultural diversity and the multiculturalism as basic principle guided the relation with Indian people. In this context, the inherent rights to the recognition of cultural diversity pass to guide implementation of all rights legally provided to the Indian people in Brazil, enabling the creation of new landmarks that defines the rights of the education and respective education policies to be adapted by Brazilian State. Interrupt with assimilationist paradigm and integrationist that once base ideologically the education policies intended to the Indian people, enabling the offer of the a school education in specific, character, bilingual, intercultural and of quality as determine the LAW OF GUIDELINES AND BASIS (LDB) Law 9.394 - 1996) with potential reflection in the valorization and cultural linguistic fortification these people. Regarding in this new legal trappings that contributed with the wide infraconstitutional legislation in force the scope of the indian school education in this country, the authorresearche situates the research about the theme related with the education policies to the Indians People in Brazil, as objective, through of a case study, analyze existing advances in everyday education Kaingáng and reflects about challenges to implementat of interculturalism in the School of Indigenous Kaingáng Serrinha, situated between the counties Ronda Alta, Três Palmeiras, Constantina and Engenho Velho, north of Rio Grande do Sul.