Gestão da educação escolar indígena no estado do Maranhão (1997 - 2021)

Abstract

This Doctoral Thesis is part of the Education, Teacher Training and Educational Practices Research Line within the Postgraduate Program in Education at the Faculty of Education (FAED) of the Federal University of Grande Dourados (UFGD). It is part of the Study and Research Group on Indigenous School Education, Interculturality and Inclusion (GEPEEIN). Current Brazilian legislation highlights the need for the effective participation of indigenous communities in decision-making processes related to indigenous school education. The literature review indicated a gap in studies that critically analyze the management of this type of education in the state of Maranhão. Given the significant indigenous population in this state, for this thesis, the research sought to understand the management of/for Indigenous School Education in the state of Maranhão, through official and unofficial documents between the periods 1997 to 2021. The methodological approach adopted was qualitative, with an emphasis on bibliographical and documentary research. The results showed that the official documents for the management of Indigenous School Education in Brazil were built on the assumptions of democratic, community-based, and differentiated management, which presupposes respect for specificity/difference, autonomy, and the participation of indigenous people throughout the educational process. The process of building indigenous school education in the state of Maranhão shows the historical markers of coloniality and the difficulties imposed by a colonial logic. The research contributes to the academic and political debate by highlighting the need for democratic and decolonial educational management, which respects cultural differences and promotes indigenous autonomy. The thesis reinforces the importance of continuous vigilance and social mobilization in order to guarantee compliance with the educational rights of indigenous peoples. It also points to future research that explores everyday practices in indigenous schools, with a view to building more effective and contextualized policies. It concludes that indigenous protagonism and the ongoing struggle for rights are central to the construction of educational management that respects indigenous difference and promotes decolonial practices.