INDIGENOUS EDUCATIONAL POLICY: IMPLICATIONS FOR XINGU

Abstract

This work aims to approach elements of education policy for indigenous education and analyze how they express themselves in the present moment for Indian schools, ethnicity such as Xipaya, Juruna, Altamira Pará.  Methodology consists of documentary and field research, including history as a process, in order to pursue organic and cyclical movements. Results constitute the research  the  initial field sample, held in December 2011, July and September 2012, through the Research Project. The procedures were document analysis, interviews and analysis of these, from the understanding of teachers, managers, indigenous leaders and technicians from FUNAI. The perspective is to contribute to the History of Educational Policy for indigenous schools, as well as the discussion and social educational thought. Results point out to the centrality of State to occupy space in the conduct of indigenous educational policy, with openness to participation by indigenous leaders from the 1988 Constitution, with respect to ensuring rights for ethnic groups, in order to have a different, bilingual and intercultural school. Achievements are guaranteed by law, as in the LDB, Judgment 14/99 and Resolution 3/99, laws that are favorable to the creation of the category, indigenous schools and training teachers.

The Referencial Curricular para Escolas Indígenas - RCNEI was built by MEC to subsidize the development and implementation of new policies and pedagogical practices in schools in indigenous areas. The Program Parameters in Action of  Indigenous Education aims to follow the RCNEI in order to  continue the training of indigenous teachers, which is similar to the Parâmetros Curriculares Nacionais – PCNs, however has a limit, since the latter is structured to be the benchmark for the Brazilian basic education schools, while RCNEI reference for curriculum organization is unique to Indian schools, thus this  needs  to consider cultural diversity and will not be detailed by the hegemonic capitalist rationality  to provide a model Indian school. It is highlighted in this context, the need for vigilance and struggle of indigenous peoples to implement the rights won from the Law largest of country. The performance of critical teacher profession is critical, based on the centrality of work to contribute to overcoming the logic of centrality in the political sphere of the state, which produces actions and policies to ideological control of indigenous movements, is a current requirement. This also to overcome cronyism "imposed" to indigenous leaders, as is the case of Hydropower Projects - Belo Monte at Xingu, which have extension to reach achievements for indigenous education. To assert indigenous education with quality in Brazilian capitalist society, the indigenous and non-indigenous teachers are the agents that promote research with the leaders and indigenous elders in order to seek Indigenous History and contribute in overcoming the homogeneous curriculum organization, centered still in Eurocentric and American school culture, as well as minimizing and efficiency and productivity of the logic of current policies - quantitative education systems. The approach from teachers has scored discontinuities of educational policies that impact the teaching and learning processes. As an example: The training of indigenous teachers in Altamira began in October 2009 and in July 2013 there will still be training. Besides successive issues stemming from these policies, the 1990s, which they refer and are repeated in the first decades of  21th  century, in order to meet the specific demands of the ethnic groups, such as ensuring cultural diversity in elementary and secondary education, resulting in deepening of  difficulties in implementing a bilingual education.