Resumen

BANIWA, Gersem. Educação escolar indígena: estado e movimentos sociais. Revista da FAAEBA: Educação e Contemporaneidade [online]. 2010, vol.19, n.33, pp.35-49. ISSN 0104-7043.

This account aims to produce political and theoretical reflections upon the practical limit of indigenous rights in Brazil in the field of indigenous school policies, especially on the base on the novelties introduces by the federal constitution of 1988. Coming back to the recent history of the process of indigenous integration within the official schooling system will turn possible to suggest the need of an improvement in the indigenous strategies drawned in short and long term which are threatened by the new wave of egalitarianism and universalism. Indigenous right to education before 1988 in Brazil was based on the project of integration indigenous people within the national community when it did not aim at the simple physical elimination to open the way to economic and territorial expansion. School was considered a powerful tool in this sense. For this reason, the major present challenge is to go beyond the secular practices of custody or half-custody, so as to invest in real protagonism and indigenous autonomy in the construction and management of the educational process which are key to their future.

Palabras clave : Indigenous School; Indigenous Movement; Custody and Half-Custody; Indigenous Autonomy.

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