The State of the Art on Indigenous School Education in the state of Alagoas: premises for research on public educational policies

Abstract

The article presented refers to one of the analytical developments of the research project entitled “Traditional Communities, Public Policies and Territorial Development: Indigenous Peoples and Quilombolas in Alagoas”, which, since 2022, has received institutional support from the Fundação de Amparo à Research of the State of Alagoas. The mapping of bibliographical productions about Indigenous Education and Indigenous School Education in Alagoas brings together materials with themes from searches on various electronic sites via the internet, which culminated in the identification of the deficit in publications, reinforcing the need to develop work with the theme indigenous. From this panorama, the present work aims to present a general picture of scientific productions pertinent to indigenous themes in their analytical diversity, having as main focus the processes that characterize the current situation of Brazilian Indigenous School Education, without losing considering their spatial and temporal contexts, especially those that constitute the history of indigenous peoples in the state of Alagoas. As a result, we highlight the importance of well-structured school spaces in villages, as they act as fruitful environments for learning and cultural socialization. In this way, we conclude that scientific production on this topic makes struggles visible and, depending on its orientations, can support processes of demands together with the State in compliance with Brazilian laws that govern indigenous education in its countless possibilities.