YANOMAMI PEOPLES FROM THE PERSPECTIVE OF ETHNO-EDUCATIONAL TERRITORIES AND THE APPLICATION OF PUBLIC EDUCATIONAL POLICIES

Abstract

Are Educational Public Policies Being Effectively Applied in Yanomami Indigenous Schools? The aim of this study is to understand the school education processes for the Yanomami people from the perspective of Ethno-educational policies, presenting a reflection on the topic and shedding light on discussions regarding the distribution of schools in this context. The methodological research process was developed from a qualitative perspective, considering document analysis grounded in theoretical frameworks. Within this educational context, the Yanomami people have faced challenges in ensuring a differentiated and quality education, as non-Indigenous schools often disregard the culture and traditions of Indigenous communities, making it difficult for students to identify with and engage in their learning. It is essential that public authorities invest in specific educational policies for Indigenous communities, ensuring adequate infrastructure, training of Indigenous teachers, and the appreciation of their culture and traditional knowledge. With the promulgation of the 1988 Federal Constitution and the 1996 Law of Guidelines and Bases (LDB), the right to a diversified, intercultural, bilingual, and community-based education was established. These laws not only guarantee but also require educational systems to support the training of Indigenous teachers and the production of educational materials appropriate to the community. In Roraima, implementation still faces challenges due to the great diversity of Indigenous peoples.