Indigenous school education in Santa Catarina from a decolonial and critical interculturality perspective

Abstract

The present study was developed based on qualitative research, and constitutes a critical reflection on Indigenous School Education in Santa Catarina, considering the category of interculturality and the perspective of decolonial thought. The research questions the cultural hegemony imposed by coloniality, which is intrinsically racist and reproduced in educational institutions. It investigates whether the educational demands and the protagonism of indigenous peoples are considered in the construction of an intercultural education perspective in the process of implementing Indigenous School Education in Santa Catarina. To this end, it contextualizes the historical overview of the structuring of indigenous education in Brazil; it also presents an analysis of the legal framework and the regulations governing the educational services offered by the State Public Education Network of Santa Catarina to indigenous populations, as well as an analysis of Indigenous School Education in Santa Catarina from the perspective of Critical Interculturality. The methodology involves the analysis of documents and indigenous educational dynamics. The results indicate that, despite legal advances, Indigenous School Education in Santa Catarina still faces significant challenges that compromise its effectiveness and quality. Although the legislation is robust, it does not fully translate into educational practices which adequately value and integrate indigenous cultures. The perpetuation of a hegemonic educational vision and the lack of autonomy of indigenous communities in managing their schools are obstacles that must be overcome in order to achieve true critical interculturality.