Escola indígena no estado do Rio de Janeiro: políticas públicas e racismo institucional

Abstract

This paper analyzes the indigenous rights regarding the access and permanence of the students in the differentiated schools (indigenous schools) guaranteed in the Federal Constitution. The research has references in the indigenous group M'bya of the Tekohas: Sapucai, Itaxin and Ka' Aguy Ovy Porã Guarani Indigenous, located in Angra dos Reis, Paraty Mirim in the Costa Verde and Maricá of the State of Rio de Janeiro. The objective is to identify the main difficulties experienced by this group in the educational issue, with reference to the access and permanence of Guarani students inside and outside the indigenous differentiated school. As a methodology, the analysis of the public policies built to guarantee education to this group is based on the Federal Constitution, which established, since 1988, that indigenous peoples have the right to use their mother tongues and their own learning processes, from there the guarantee of the creation of an indigenous school. We will take as a tool for this study the analysis of the Federal Constitution of 1988: Articles 210, 215, 231, LDB, Education Plans and I CONNEI, Presidential Decree nº 26 (1991); 78 and 79, National Curriculum Framework for Indigenous Schools (RCNEI) - 1998; Opinion 14/99 National Curricular Guidelines for Indigenous School Education, 1999; Resolution CEB 03/99; among others. The research is a documentary, bibliographical and qualitative research, for making a historical cut and the narratives of members of this people. Based on this approach, it is sought to understand the causes of low schooling in this group, based on a field study in these villages as evidence of an institutionally racist policy; as an alternative to the racist institutional model in a collective way, solutions so that its members can improve the quality of their education, thus guaranteeing the constitutional rights set forth in our Constitution since 1988.