Indigenous School Culture and BNCC

discursive territories of Educational Policy in Brazil

Authors

DOI:

https://doi.org/10.15448/2179-8435.2023.1.45003

Keywords:

BNCC, Indigenous school education, Educational policy

Abstract

In contemporary times, the discussion around indigenous school education becomes a challenge and a struggle that cannot be neglected. With this, this text starts from the problem: what discourses are produced in the BNCC about indigenous school education, considering the prerogative of the right to education and the recognition of indigenous culture? Thus, the objective is to understand the relationships between indigenous school education and the BNCC from the perspective of the right to education and the recognition of culture. To this end, the discursive materiality was produced based on educational policy and experiences in the indigenous school context, with the analysis of the discursive field as the epistemological basis. Formal education in the indigenous context is an achievement, so that curricular production can recognize cultural and linguistic differences of a people.

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Author Biographies

Sirlete Maria Bitencourt Frigheto, Federal University of Santa Maria (UFSM), Santa Maria, RS, Brazil.

PhD student in the Postgraduate Program in Education at the Federal University of Santa Maria (PPGE/UFSM). Teacher at the state public school in Rio Grande do Sul. Director of the Yvyra’ijá Tenondé Verá Miri Indigenous State School. Member of the research groups: Rizoma — Policies, Curriculum and Education/ National Council for Scientific and Technological Development (CNPq) and GELI/CNPq (Study Group on Language and Interculturality).

Joacir Marques Costa, Federal University of Santa Maria (UFSM), Santa Maria, RS, Brazil.

Adjunct professor at the Federal University of Santa Maria (UFSM). Doctor in Education. Leader of the Rizoma research group — Policies, Curriculum and Education/ National Council for Scientific and Technological Development (CNPq). Professor/Advisor in the Postgraduate Program in Education (PPGE/UFSM) and in the Postgraduate Program in Public Policies and Educational Management (PPPG/UFSM). Coordinator of the Specialization in Gender Studies (EEG/UFSM).

Carlos Edimilson Avila de Lima, Federal University of Santa Maria (UFSM), Santa Maria, RS, Brazil.

Master's student in Education in the Postgraduate Program in Education at the Federal University of Santa Maria (PPGE/UFSM). Specialist in Educational Management from Faculdade Focus (2022). Graduating in Special Education (UFSM). Graduated in Philosophy – Degree from UFSM (2022). Member of the Rizoma research group — Policies, Curriculum and Education/ National Council for Scientific and Technological Development (CNPq). Coordinates the Municipal Forum for Actions in Response to HIV/AIDS, Santa Maria, RS.

References

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Published

2023-12-21

How to Cite

Bitencourt Frigheto, S. M., Marques Costa, J., & Avila de Lima, C. E. (2023). Indigenous School Culture and BNCC: discursive territories of Educational Policy in Brazil. Educação Por Escrito, 14(1), e45003. https://doi.org/10.15448/2179-8435.2023.1.45003

Issue

Vol. 14 No. 1 (2023): Single Volume

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Articles

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