Trajetórias históricas da produção de uma política de educação escolar indígena no Brasil entre o final de século XX e início do século XXI.

Abstract

This research problematizes discursive tensions around Indigenous School Education in Brazil between the end of the second half of the twentieth century and the beginning of the 21st century. The general focus of this paper will be woven into what Luís Grupioni (2008) calls “relational networks”, the contacts that are produced when one intends to build an institutional place for this new model of education from various discourses. To understand how these relations are built, as well as the power relations that permeate through it, we rely on Michel de Certeau (2008) from his concepts of tactics and strategy, understanding that in practice these concepts can be triggered by showing a dynamic based mainly in the interests that these subjects defend around a proposal of Indigenous School Education. This paper discusses the promulgation of some Legislation on Indigenous Peoples' School Education, which in theory is opposed to the colonial model, and discusses not only what they present us again, but also establishes a dialogue with the academic productions that make a reading. about it; Continuing the line of problematization, we analyze some aspects of Grupioni's thesis to understand how these National Legislations have been thought from the academic discourse so that finally the discussion is directed to the Paraíba context in which we problematize how this thinking has led to an education. Potiguara indigenous peoples from the Europeans' seizure of the territory to some of the most current State Legislation, thus seeking to understand the possible approximations with the National Legislation that discusses this theme.