O PAPEL DAS POLÍTICAS EDUCACIONAIS INDÍGENAS PARA O RECONHECIMENTO DOS PROFESSORES INDÍGENAS DA ESCOLA ARANDU MIRI DA ALDEIA RIO D’AREIA - INÁCIO MARTINS - PR

Abstract

Recognition policies for indigenous peoples are ways to make amend the various forms of injustice attributed to this population as a means of paying off a historical debt. The Brazilian Indigenous Educational Policy is based on the recognition and appreciation of ethnic diversity, and represents almost one million indigenous people in Brazil. Thus, this study aims to analyze the actions and programs of the National Policy of Indigenous Education from the perspective of economic, social, political and emotional recognition of indigenous teachers of Arandu Miri State School in the indigenous village Rio D'Areia of the county of Inácio Martins, State of Paraná. The Theory of Recognition based on the writings of Nancy Fraser and José Henrique de Faria, allowed to analyze the indigenous educational policies that are put forward through actions and programs supported by the Ministry of Education (MEC), and proposed by the State Departments of Education (SEED), non-governmental organizations and universities. Such projects should aim to invest in the initial and continuing formation of indigenous education professionals, to foster the production and publication of didactic material, and disseminate the existence of ethnic, linguistic and cultural diversity in Brazil. The methodological procedures used are qualitative approach such as field diary, official documents and interviews that began from January 2018 to November 2019, based on content analysis by Laurence Bardin (2011). Therefore, it was possible to perceive that in recent decades, there have been significant advances in terms of legislation, but its consolidation is lacking, so that what is proposed in the law materializes in indigenous schools. It was observed that the materiality of indigenous educational policies could bring recognition, in the view of this research teachers. However, the consolidation of these policies depends on investment in education, but their absence reveals the disrespect and non-recognition that cause frustrations that could be observed in the different forms of viability for the implementation of these policies.