Abstract
This article aims at causing a reflection on the trajectory of Indigenous school Education in Brazil, taking as point of departure the twenty years of the Law of Directives and Bases for National Education (Portuguese: Lei de Diretrizes e Bases da Educacao Nacional ), Law 9394/96, as well as both backward and forward steps that took place during such historical period. Resulted from a process of organization and struggles of indigenous peoples and social movements, Indigenous School Education has been built from a tough dialectical process, which involved the Brazilian indigenous population, social movements and educational institutions along with the participation of scholars and researchers, majored in indigenous issues. Thanks to the involvement of all these social actors, conquests have taken place during these twenty years. Nevertheless, backward steps have also been present in the core of the transformations occurred in the mentioned time. Therefore, in this article, we intend to contribute to the national debate concerning the indigenous issues, pointing out the elements that contributed and/or impaired the process of consolidation of the Indigenous school educational policy in Brazil.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callMore From: Poiésis - Revista do Programa de Pós-Graduação em Educação
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
