A resistência e a autoria como chaves de leitura para a educação escolar indígena diferenciada e descolonizadora

Abstract

Taking as a basis some discussions established within the scope of Teko Arandu Indigenous
Intercultural Graduation, in the Guarani and Kaiowá teachers’ Graduation course, provided by
Federal University of Grande Dourados, located in the state of Mato Grosso do Sul, also considering
discussions set up in academic events, the text intends to evaluate the specificities of indigenous
school education. The conclusion is that that specificity is constituted by two elements: resistance and
indigenous authorship, which are indispensable variables to think about a decolonizing school
education lined up with interculturality in its critical matrix. We also intend to demonstrate some
advances that were achieved in recent years, with the aim for the construction of indigenous school
education at a national level, never neglecting local specific differences.