EPISTEMOLOGICAL CONTRIBUTIONS TO INDIGENOUS SCHOOL EDUCATION: A GEO-HISTORICAL DIALOGUE

Considering the current conjecture about contemporary issues, this research seeks to objectify epistemological reflections that refer to the understanding of Indigenous School Education and Human Rights, through a political-historical-geographical approach. Even with countless attempts supported by laws, resolutions, decrees and ordinances of the federal government, the school routine of indigenous schools has hardly been configured in spaces suitable for the teaching and learning process. In methodological terms, systematic literature review was used to promote indigenous, educational and territorial issues, in the light of Barbosa and Cunha (2018); Chaui (2000); Fernandes (2018); Ianni (2000); Junior (2018) among other researchers that permeate the themes proposed for the writing of the text. As a result, it was noticed that each year, these populations are decreasing and the representatives of international capital are entering their spaces, with a civilizing / developmentalist discourse, but that in fact has a totally exploratory nature of the indigenous lands corroborated by the examined productions. Therefore, the research aims to contribute to the scientific field by resorting to and analyzing literary documents and works, in order to understand the population and educational problems of these communities.