As concepções teóricas - metodológicas nas pesquisas sobre EEI na região do Baixo Tapajós

Abstract

This study seeks to understand how indigenous school education is conceptualized and discussed in academic productions developed in the lower Tapajós region, in the state of Pará. The research was guided by guiding questions that allowed us to identify how the authors approach and characterize indigenous school education and which are the main points discussed in each text analyzed, observing their specificities, challenges and perspectives. One of the main objectives is to distinguish between the concepts of “indigenous school education” and “indigenous education”, recognizing that the latter represents its own type of education, built on valuing the cultures, languages and knowledge of indigenous peoples. The work also seeks to contribute to strengthening local academic production and to reflect on the importance of realizing the educational rights of indigenous peoples. We believe that this discussion is even more necessary in the lower Tapajós, given the various challenges faced by indigenous communities in guaranteeing access to quality education that respects their own ways of living, thinking and learning.