Escola indígena no estado de São Paulo: uma visão político-legislativa da educação escolar nas aldeias paulistas

Abstract

The right to access education is of undeniable importance, but there is a significant gap between the guaranteed right and its effective access. Society has historically been mobilized through the formulation and implementation of educational policies, in order to reduce the effects of inequalities, respecting differences. The proposed research intended to carry out an ethnography in an Indigenous State School in São Paulo, with marked differences and inequalities, scarce educational resources and visible difficulties. Because it is not only an indigenous community, but also a needy community, located on the outskirts of the city, as urbanization approaches more and more, causing the inhabitants to experience a high and forced degree of urban interaction. However, with the advent of the pandemic, the work proposal changed, acquiring a strictly documentary character, focused on data collection and the elaboration of a bibliographic work methodology, involving critical interlocutors, seeking a dense description of the environment and its interactions, showing the peculiarities of the relationships between those involved, the guaranteed rights, the resources effectively made available and their curricular practices, since the documentary research carried out pointed out the ways and identified at least one possible divergence between the consulted norms, comparing the constitutional right to the proper processes of learning and use of the indigenous mother tongue with the curricula established by the state government.