Ethnic territory, indigenous school education: Between ethno-educational practices and processes

Abstract

In this article, we present a discussion about the Ethnoeducational Territory, based on Decree 6.861/2009, which adds a unique achievement, referring to the recognition of the affirmation and ethnic identity of indigenous peoples. Focusing on the political-legal category, Indigenous School Education is legitimized in a structure, based on the territoriality of its peoples. And the Ethnoeducational Territory of the Middle Xingu (TEEMX), in Altamira-PA, is contextualized. To this end, the research embarked on the paths of ethnography, understanding that this method connects us with the intersubjectivities of the research field, the TEEMX, an ethnoeducational context that presents a set of identity and cultural elements, in addition to the institutional and normative arrangements understanding the perspectives and practices of indigenous peoples in the region regarding educational demands. Priority is given to the theories of Baniwa (2010), Haesbaert (1999), Bergamaschi; Gomes (2012), Candau (2008), Brandão (2007). In this dialogue, we conclude that the paths signal a legal meaning, a dynamic and decisive potential for the construction of Indigenous School Education in the region and the political body remains more visible when constituted collectively.