| dc.description.abstract | The present research work explains and discusses the public policies of the State of
Bahia in relation to indigenous communities, evaluating how and if they are
implemented. After presenting the recent trajectory of mobilizations by indigenous
communities in favor of guaranteeing their rights, he focuses particularly on the
Tupinambá of Olivença, Ilhéus, and on the installation and operation of schools in their
villages. We then analyzed, in the light of the relevant legislation, how the guidelines on
an education that is bilingual and multicultural for indigenous peoples meet with the
practice of schools in the villages. The visits to the villages, observations, interviews
and informal conversations were fundamental for the investigation, although it is also
based on historiographical contributions and written sources, in a qualitative research
strategy that was aimed especially at two schools: Escola Estadual Indígena Tupinambá
of Abaete and the Tupinambá Indigenous State College of Acuípe de Baixo. This
procedure made it possible to examine the subject in order to cross-check the evidence
found with the data collected in Laws, Decrees, Resolutions, Opinions and Ordinances.
In addition to direct observation of the schools, 11 (eleven) people related to indigenous
school education in the State of Bahia were interviewed, including a state coordinator of
indigenous education, teachers, directors, former directors, and employees of both
schools. Parallel to public documents on policies for indigenous education, we studied a
group of authors who dealt with themes that helped to support our analyses, especially
around themes such as the (re)emergence of indigenous peoples ( Pacheco de Oliveira,
1998, 2004 ; Orço & Costa, 2014; Bartolomé, 2006); the current struggles of indigenous
peoples (Magalhães, 2010; Aroucha Jimenes 2019; Marcis, 2004); indigenous education
and indigenous school education (Maher, 2006; Candau, 2000, Grupioni, 2001). We
conclude that the Tupinambá de Olivença understand the need for access to quality
school education that must dialogue with their traditional forms of education. And that,
although there have been advances in this direction, which are directly related to the
mobilization of the Tupinambá themselves, in the wake of the strengthening of the
indigenous movement observed from the last decades of the last century, there are
several points in which the guaranteed rights do not become effective in practice. | en |
