Indigenous School Education Policies in Acre

Authors

DOI:

https://doi.org/10.17058/rea.v28i1.13199

Keywords:

Educational Policies, Indigenous, Acre.

Abstract

The article analyzes one of the educational policies for diversity, that of Indigenous School Education. The study focuses on problems in its implementation, allowing us to reflect on its development in Acre. It points out the conflicts in its definition, highlighting the role of the agents involved from the formulation to the execution in the formal contexts. It takes as a methodological basis the Policy Cycle. From the resulting issues we highlight the fact that the proposals and practices of IEE in Acre have transformed indigenous educational rights into state obligations, but losing their character of collective and autonomous production.

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Author Biography

José Alessandro Cândido da Silva, Universidade Federal do Acre - Campus Floresta

Prof. adjunto no Curso de Licenciatura Indígena da Universidade Federal do Acre - Campus Floresta. Atua ministrando disciplinas na área de Ciências da Educação.

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Published

2020-01-05

How to Cite

Cândido da Silva, J. A. (2020). Indigenous School Education Policies in Acre. Reflexão E Ação, 28(1), 49-65. https://doi.org/10.17058/rea.v28i1.13199

Issue

Vol. 28 No. 1 (2020)

Section

Artigos do Fluxo

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