Educação escolar indígena no município de Manaus (2011 – 2021): percursos e desafios em torno das políticas públicas municipais

Abstract

The present dissertation addresses the theme of Indigenous School Education, focusing on public policies in the city of Manaus. In this sense, with the title Indigenous School Education in Manaus (2011 - 2021): paths and challenges around municipal public policies, we analyze the effectiveness of this school modality in the municipal education network of Manaus, through public policies between the years of 2011 to 2021, reflecting on the advances, setbacks and contradictions that the legislations present in the face of legal applicability. Through this, we reflected on the colonial schooling processes to which indigenous peoples were forcibly subjected, as well as new directions that Indigenous School Education took, due to the political awareness and organization of indigenous peoples, supported by indigenist partner entities; and finally, we analyze the public policies that the municipal government of Manaus has carried out so that indigenous peoples have a differentiated, specific, bilingual school education, etc. Thus, we take as a general objective: to analyze the municipal public policies of Indigenous School Education in the municipality of Manaus from 2011 to 2021. As Specific Objectives: To identify the strategies of the indigenous movement for the implementation of the EEI in the municipal public education of education; Know the public policies of GEEI-SEMED/Manaus for Indigenous School Education from 2011 to 2021, and; Contextualize the articulation of the indigenous movement for the approval of PL nº 2.781, of September 16, 2021; The theoretical approach was based on authors who discuss the theme of Indigenous School Education, as well as public policies aimed at this type of education, such as Luciano (2013; 2019), Grupioni (2006) Maher (2006) and others that help us to reflect on the theme from a decolonial perspective, such as Quijano (2005, 2007), Walsh (2008), Grosfoguel (2013). As a methodological approach, we used the dialectical method, as it is a function of the most critical and assertive approach to our study. We also used qualitative research from Flick (2009); Triviños (1987); Gil (2008), among others. The result of our work points to the challenges of Indigenous School Education in the city of Manaus, especially in the urban area, as this is where there is a greater need for the action of the municipal government, given that there is no differentiated Indigenous School Education in the state capital.