A Agenda política brasileira e paranaense para a educação escolar indígena

Abstract

The article analyzes the policy for indigenous school education (EEI) in Brazil and in the state of Paraná, specifically the main laws in Paraná that guide the organization of the EEI in the state. In order to do so, it presents the panorama of the intercultural school as an expression of the educational policy aligned with the guidelines of international organizations that founded the Brazilian educational policy in all its modalities. National and state documents were analyzed through the historical materialist conception of State, international policies and neoliberal restructuring, showing that the project of intercultural education the Brazilian State allowed the indigenous peoples at the time of major social movements in the 1980s was aligned to an agenda led and propagated by international agencies and organizations as a consensus strategy for the implementation of neoliberal reforms. This educational policy elaborated and approved an extensive volume of laws enabling changes in all areas of indigenous schools, to negotiate a consensus, but which are not feasible in practice, as indigenous schools remain with inadequate physical spaces, insufficient hiring of indigenous teachers and technicians, absence of specific materials or initial and continued teacher development. In school management, there are few indigenous directors and coordinators in schools.