INDIGENOUS SCHOOL EDUCATION: INTERCULTURAL, BILINGUAL, SPECIFIC, AND DIFFERENTIATED IN THE CONTEXT OF PUBLIC POLICIES IN ITACOATIARA – AM

Abstract

This research aimed to analyze Indigenous school education in Itacoatiara, focusing on its legal

precepts and its relationship with public policies regarding the provision and implementation of this

educational modality. It sought to answer the following questions: How are the principles of

intercultural, bilingual, specific, and differentiated Indigenous school education presented within the

context of the municipality’s educational policies? What discourses emerge in the relationship

between what is legally established and what is actually implemented? The study also aimed to

understand whether the policies developed by SEMED/Itacoatiara recognize the need for specific,

differentiated, and quality Indigenous education, and whether there are practical conflicts and

contradictions to be overcome. The research followed a qualitative approach, using semi-structured

interviews with coordinators and pedagogues from SEMED, as well as teachers working in schools

located in Indigenous territories in the Rio Urubu communities. The interviews were conducted via

video calls due to challenges encountered during the data collection period. The scientific initiation

project titled “Intercultural, Bilingual, Specific, and Differentiated Indigenous School Education in the

Context of Public Policies in Itacoatiara-AM” primarily aimed to identify the existing challenges to

promoting quality Indigenous education, respecting the cultural and linguistic specificities of these

communities. The data revealed normative advancements, but also significant gaps between legal

guidelines and the realities experienced by the communities. This research contributes to the debate

on the implementation of equitable Indigenous school education, emphasizing ethnic diversity and

ensuring the rights of Indigenous peoples.