Estudantes indígenas em escolas urbanas no município de Nova Andradina/MS e o desafio da educação intercultural crítica.

Abstract

The general objective of this dissertation is to analyze the proposition of educational practices in non-Indigenous schools that serve Indigenous students in elementary public education in Nova Andradina/MS. The specific objectives are: to identify the presence of Indigenous students in public schools in the municipality of Nova Andradina; to discuss the normative and historical frameworks of Indigenous school education as a way to understand Indigenous rights related to schooling; and to analyze the reference documents of the municipal education system of Nova Andradina, particularly the Municipal Education Plan, and what it proposes regarding Indigenous diversity and critical interculturality in school settings. The research methodology involves field studies with interviews conducted within the school community, document analysis, and a review of thematic bibliographies available in schools. The theoretical framework is based on decolonial studies and Indigenous authors, with key concepts including coloniality, critical interculturality, decolonial education, and intercultural education. The research concludes that current practices, structured through isolated projects on specific dates, are insufficient to meet the real needs of Indigenous students in non-Indigenous schools.