This dissertation examines the discursive and material terrain of urban Indigenous education in a public school district and Title VII/Indian Education program. Based in tenets of Tribal Critical Race Theory and utilizing counterstorytelling techniques from Critical Race Theory informed by contemporary Indigenous philosophy and methodological theory, this research takes as its focus the often-unacknowledged ways settler colonial discourses continue to operate in public schools. Drawing on two years of fieldwork in a public school district, this dissertation documents and makes explicit racial and colonial dynamics that manifest in educational policy and practice through a series of counterstories. The counterstories survey a range of educational issues, including the implementation of Native-themed curriculum, teachers’ attempts to support Native students in their classrooms, challenges to an administrator’s “no adornment” policies for graduation, Native families’ negotiations of erasures embedded in practice and policy, and a Title VII program’s efforts to claim physical and cultural space in the district, among other issues. As a collective, these stories highlight the ways that colonization and settler society discourses continue to shape Native students’ experiences in schools. Further, by documenting the nuanced intelligence, courage, artfulness, and what Gerald Vizenor has termed the “survivance” of Native students, families, and educators as they attempt to access education, the research provides a corrective to deficit framings of Indigenous students. Beyond building empathy and compassion for Native students and communities, the purpose is to identify both the content and nature of the competencies teachers, administrators, and policy makers might need in order to provide educational services that promote Indigenous students’ success and well-being in school and foster educational self-determination. This research challenges educators to critically interrogate taken-for-granted assumptions about Native identity, culture, and education and invites educators to examine their own contexts for knowledge, insights, and resources to better support Native students in urban public schools and intervene into discourses that constrain their educational experiences.

CORREIA, S. B. Avaliação da implementação da política de educação escolar indígena no território Tapeba (CE). 2011. 218f. Dissertação (Mestrado em Avaliação de Políticas Públicas) – Universidade Federal do Ceará, Pro - Reitoria de Pesquisa e Pós-Graduação, Programa de Pós-Graduação em Avaliação de Políticas Públicas, Fortaleza, 2011. / Submitted by Ana Paula Paula (mappufce@gmail.com) on 2012-03-26T19:02:07Z No. of bitstreams: 1 2011_Dis_SilviaBCorreia.pdf: 3706180 bytes, checksum: 60a12d73446467dbbc0e3a72cdf1b6a1 (MD5) / Approved for entry into archive by Maria Josineide Góis(josineide@ufc.br) on 2012-03-28T11:36:02Z (GMT) No. of bitstreams: 1 2011_Dis_SilviaBCorreia.pdf: 3706180 bytes, checksum: 60a12d73446467dbbc0e3a72cdf1b6a1 (MD5) / Made available in DSpace on 2012-03-28T11:36:02Z (GMT). No. of bitstreams: 1 2011_Dis_SilviaBCorreia.pdf: 3706180 bytes, checksum: 60a12d73446467dbbc0e3a72cdf1b6a1 (MD5) Previous issue date: 2011 / The Global Family Protection and Assessment Service (PAIF) has a continuous character, and seeks to strengthen the family and community ties, prevent the rupture of those that are pre-existent and facilitate the access to services that insure given rights. It is offered by the Social Assistance Reference Center (CRAS), a reference unit used to carry out social assistance as a public policy within the Basic Social Protection Program established in several Brazilian municipalities. The objective of this research is to evaluate the event management of the Global Family Protection and Assessment Service in a determined municipality of the Metropolitan Region of Fortaleza, as well as the actions developed and enforced by its professionals, always observing the limits, possibilities and results of those actions and their relation to the directives established between the sectors involved. A qualitative research took place, associating bibliographical and documental studies, observations and interviews with professionals of higher education (social assistant and psychologist), currently engaged within the Social Assistance Reference Center, as well as the Coordinator of the unit. The results reveal that the municipality has made efforts to execute the actions of the Global Family Protection and Assessment Service. The team is able to implement the delimited actions within the legal marks. However, the limits imposed by the reduced size of the team and lack of transportation are factors that decrease the number of people that can be reached and the quality of the work when the socio-family follow up and monitoring of the actions taken is considered. The directive used between the active sectors is incipient as it is still based on a common sense perspective in which the execution of systematic reunions must be held to share information, establish partnerships for specific actions and announce forwarding‟s. All professionals are hired under a temporary employment status and the quantity of daily activities makes a deep analysis about the actions undertaken a difficult task. / O presente estudo teve como objetivo avaliar a política de Educação Escolar Indígena no recorte de seu processo de implementação no território Tapeba, em Caucaia/Ce. Teve como propósito de avaliação, ser uma pesquisa de caráter qualitativo, utilizando como método a avaliação em profundidade. Os objetivos estabelecidos foram primeiramente conhecer o histórico de implementação da política no estado do Ceará, e em específico no território Tapeba, levando em consideração o contexto de etnogênese dos povos indígenas do estado e região. Em seguida, compreender a relação que se estabelece entre Estado e população indígena, no campo das disputas políticas em torno da afirmação da identidade étnica e conquista de território. A pesquisa realizou-se em algumas etapas: num primeiro momento consistiu na definição de categorias, a luz das quais iriam ser analisados as diretrizes e execução da política no contexto local – Identidade e Territorialidade; em seguida foram analisados documentos que fundamentam legalmente a existência da política num contexto nacional e local, no caso, do Estado do Ceará; depois veio a etapa da pesquisa de campo propriamente dita, com a utilização da observação participante e entrevistas em profundidade utilizados como instrumentais. Por fim, a análise das diferentes compreensões entre Estado e lideranças Tapeba, a respeito da educação diferenciada indígena. Os resultados da pesquisa apontam para a necessidade de repensar a condução do processo de implementação, tanto no que se refere ao contexto local, como no âmbito nacional, garantindo o respeito ao princípio da equidade, fundante nas políticas que se pretendem a resolver ou minimizar a problemática da exclusão social.

A criação da categoria político-jurídica território etnoeducacional, por meio do Decreto Presidencial nº 6.861/2009, inaugura um novo capítulo na história da educação escolar indígena no Brasil, no que diz respeito ao reconhecimento da afirmação e identidades étnicas dos povos indígenas e a possibilidade de uma gestão mais autônoma de seus processos educativos escolares. Isso significa dizer, em linhas gerais, que a educação escolar indígena passa a ser organizada em consonância à territorialidade de seus povos, independentemente da divisão territorial entre estados e municípios que compõem o Estado brasileiro. Considerando o caráter recente do documento em questão e a escassez de estudos sobre a construção dessa política, esta dissertação propõe algumas reflexões acerca da criação, implementação e pactuação de territórios etnoeducacionais. Alguns dos meios utilizados para tal foram a elaboração de uma metáfora, denominada “território das formigas”, pensada a partir da visualização da obra “Nosso Norte é o Sul”, de Yanagi Yukinori, exposta na 8ª Bienal do Mercosul. Outro dispositivo foi o mostrar consciente que, mais do que buscar respostas, convida a conhecer e pensar coletivamente sobre sentidos e significados que as noções de territórios e territorialidades assumem para essa política, articulando-os às noções de identidade e afirmação étnica, aliadas ao viés educacional. Para isso, foram estudados documentos legais referentes à questão indígena etnoterritorial, entrecruzando seus sentidos com os significados propostos a partir das conversas com três intelectuais indígenas e um atuante de longa data na questão indígena. Utilizando os métodos de descrição de Michel Maffesoli, bem como a leveza da narrativa de Ítalo Calvino e a tomada de consciência étnica descrita por José Bengoa, este estudo teve por questões norteadoras a relevância do Decreto nº 6.861/2009 para a educação escolar indígena específica e diferenciada e os possíveis sentidos e significados que ele assume na história da educação escolar indígena no Brasil. Vislumbramos como possíveis significados um maior controle social sobre a educação escolar indígena, o funcionamento do regime de colaboração entre as diferentes esferas de governo e a valorização étnico-cultural das identidades indígenas, entre vários outros mais ou menos implícitos nas falas governamentais, intelectuais e indígenas, suscitando novas questões a partir das reflexões presentes neste estudo e, quiçá, anunciando também uma reterritorialização da educação escolar indígena. / The creation of political-legal category etnoeducacional territory, through Presidential Decree No. 6.861/2009, opens a new chapter in the history of indigenous education in Brazil, with regard to the recognition and affirmation of ethnic identity of indigenous peoples and the possibility of a more autonomous school of their educational processes. This means, roughly, that the indigenous education shall be organized in accordance to the territoriality of their people, regardless of territorial division between states and municipalities that make up the Brazilian state. Given the recent nature of the document and the scarcity of studies on the construction of this policy, this paper proposes some reflections on the creation, implementation and negotiation of territories etnoeducacionais. Some of the means used to do so were the creation of a metaphor, called "ant territory," thought from viewing the work "Our North is the South," Yukinori Yanagi of exposed in the 8th Mercosul Biennial. Another device was aware that the show rather than seek answers, invites you to discover and think collectively about meanings that notions of territory and territoriality to assume that policy, linking them to the notions of identity and ethnic affirmation, combined with the bias educational. For this, we studied legal documents relating to indigenous issues etnoterritorial, crisscrossing your senses with the proposed meanings from conversations with three indigenous intellectuals and a longtime active on indigenous issues. Using the methods of description of Michel Maffesoli, as well as the lightness of the narrative of Italo Calvino and ethnic awareness described by José Bengoa, this study was guiding questions the relevance of Decree No. 6.861/2009 for indigenous education specific and differentiated and the possible meanings it assumes in the history of indigenous education in Brazil. We see how possible meanings greater social control over indigenous education, the functioning of the system of collaboration between the different spheres of government and ethno-cultural appreciation of indigenous identities, among many other more or less implicit in the speeches of government, intellectuals and indigenous raising new questions from the reflections in this study and, perhaps, also announcing a reterritorialization of indigenous education.

A partir da Constituição Federal de 1988, as lutas indígenas por direitos possibilitam a construção de uma série de avanços nas políticas públicas relacionadas à educação. As pesquisas acadêmicas demonstram os esforços para a construção de escolas indígenas baseadas nos modos próprios de viver e aprender de cada povo indígena, e também indicam o crescente ingresso de estudantes indígenas em instituições de ensino superior, e da produção de sentidos para a expressão “intelectuais indígenas”. O atendimento a estudantes indígenas no âmbito da Educação Profissional, foco desta dissertação, é ainda mais recente, considerando-se a atual configuração da Rede Federal de Educação, Ciência e Tecnologia, criada pela Lei nº 11.892, de 2008, e a implementação da Lei de Cotas, nº 12.711, de 2012. A partir da garantia de reserva de vagas para o ingresso de estudantes indígenas nesta modalidade de ensino, a pesquisa buscou registros de sua presença nos campi da Rede Federal no Estado do Rio Grande do Sul, bem como suas demandas para a Educação Profissional, considerando os desafios e as possibilidades de acolhimento pelos Institutos Federais de Educação Profissional, Científica e Tecnológica, especialmente a partir da experiência do Campus Sertão do Instituto Federal de Educação, Ciência e Tecnologia do Rio Grande do Sul (IFRS) Referenciando-se em experiências prévias, como o Magistério Intercultural Bilíngue, do Instituto Kaingang de Educação Ângelo Mainkhá Miguel, em Inhacorá, a pesquisa buscou delinear o campo da educação indígena específica e profissional. Para a construção empírica da pesquisa, empregou-se a metodologia da entrevista etnográfica. Na literatura, Rodolfo Kusch, Bartolomeu Meliá, Patrício Arias e Pablo Mamani dão suporte teórico para compreender o estar indígena e suas formas de se organizar para o trabalho. Esse estar confronta-se com o ser das instituições de Educação Profissional, fundamentadas na lógica modernista de práticas capitalistas. As implicações das relações entre a Rede Federal e as etnias que nela se inserem foram consideradas sob a perspectiva da descolonialidade, e com a potencialidade de corazonar (ARIAS, 2010) para as instituições e de melhor viver (BANIWA, 2011) para os povos indígenas. / Under the Federal Constitution of 1988, indigenous struggles for rights have made it possible for the construction of a series of advances in public policies related to education. Academic research has demonstrated the efforts towards the establishment of indigenous schools based on the ways of living and learning of each indigenous people and has also pointed out to the increasing numbers of indigenous students enrolling at higher levels of education as well as to the establishment of meanings to the phrase indigenous intellectuals. The focus of this dissertation, the admission of indigenous students into the scope of Professional Education is even more recent, considering the current configuration of the Federal System of Education, Science and Technology, created by Law 11.892 of 2008, and the implementation of the Law of Quotas, nº 12.711, 2012. From the guarantee of an affirmative action known as quotas for admission of indigenous students into this modality of education, this research has surveyed records of their presence in the Campuses of the Federal System of Professional Education in the State of Rio Grande do Sul, as well as their demands for Technical Education, considering the challenges and possibilities of welcome and accompany provided to students by the Federal Institutes of Vocational, Scientific and Technological Education with special consideration to the experience at Campus Sertão, which belongs to the Federal Institute of Education, Science and Technology of Rio Grande do Sul (IFRS) Based on previous experiences such as in the Indigenous Intercultural Bilingual Initial Teacher Education Course, at the Kaingang Institute of Education Ângelo Mainkhá Miguel, in Inhacorá, the research aims at outlining the field of specific professional indigenous education. For the empirical construction of the research, the methodology of the ethnographic interview was used. In literature, the works of Rodolfo Kusch, Bartolomeu Meliá, Patrício Arias and Pablo Mamani have provided theoretical support to understand the indigenous being and their ways of organizing themselves to work. This being confronts with the existing of the Professional Education Institutes, based on the contemporary logics of capitalist practices. The implications of the relations among the Federal System and the ethnic groups that are admitted into it were taken into account from the perspective of decoloniality, with the potentialiality of heartening (ARIAS, 2010) for the institutions and of well living (BANIWA, 2011) for the indigenous peoples.

abstract: Although there are millions of Nahuatl speakers, the language is highly threatened. The dominant language of Coatepec de los Costales, a small village in Guerrero, Mexico, was historically Nahuatl, a Uto-Aztecan language, referred to by some as “Mexicano” (Messing, 2009). In the last 50 years, there has been a pronounced shift from Mexicano to Spanish in the village, and fewer than 10% of the residents currently speak Mexicano. Without intervention, the language will be lost in the village. The ultimate cause of language shift is a disconnect in transferring the Indigenous language from the older to the younger generations. In Coatepec, older Nahuatl speakers are not teaching their children the language. This recurring theme appears in case studies of language shift around the world. Using a conceptual framework that combines (1) a critical sociocultural approach to language policy; (2) Spolsky’s (2004) definition of language policy as language practices, ideologies or beliefs, and management; (3) the ethnography of language policy, and (3) Indigenous knowledges, I collected and analyzed data from a six-month ethnographic study of language loss and reclamation in Coatepec. Specifically, I looked closely at the mechanisms by which language ideologies, management, and practices were enacted among members of different generations, using a combination of observation, archival analysis, and in-depth ethnographic interviews. Seidman’s (2013) three-part interview sequence, which includes a focused life history, details of experience, and reflections on meaning, provided the framework for the interviews. What are the language ideologies and practices within and across generations in this setting? What language management strategies – tacit and official – do community members of different generations employ? This in-depth examination of language ideologies, practices, and management strategies is designed to illuminate not only how and why language shift is occurring, but the possibilities for reversing language shift as well. / Dissertation/Thesis / Doctoral Dissertation Curriculum and Instruction 2016

abstract: Implementing an assimilative agenda within the traditional U.S. education system has prevented the authentic inclusion, validation, and development of American Indian students. The enduring ramifications, including the loss of cultural identity, underscored the critical need to decolonize, or challenge, the historic assimilative agenda of the school space. The purpose of this action research study was to examine the connection between the cultural exploration activities of Culture Club, cultural identity, and the creation of a Third Space to serve as a decolonizing framework for this Indigenous program conducted within a school space. The epistemological perspective guiding this study was that of constructionism. The theoretical frameworks were post-colonial theory, Indigenous methodology, and, most prominently, Third Space theory. A thorough review of Third Space theory resulted in deduction of four criteria deemed to be necessary for creating a Third Space. These four theoretically-deduced criteria were (a) creating new knowledge, (b) reclaiming and reinscribing hegemonic notions of identity and school, (c) creating new or hybrid identities, and (d) developing more inclusive perspectives. The criteria were employed to create the Culture Club innovation and to determine whether a Third Space was effectively created within Culture Club. This qualitative action research study focused on the Culture Club innovation, an after-school, cultural exploration, extracurricular program for sixth-grade American Indian students, at a Title I school in a large southwest metropolitan area. The participants were five, sixth-grade American Indian students. The role of the researcher was to facilitate a Third Space within Culture Club, as well as collect and analyze data. Data were collected using semi-structured interviews; recorded Culture Club sessions; phase 3, and research journal entries. Once the data were transcribed, eclectic coding methodology, consisting of open, descriptive, and in vivo coding was employed and interpretive analysis procedures followed. Findings showed modest changes in participants’ cultural identities but confirmed the creation of a Third Space within Culture Club. Findings have important implications for both practice and future research. Recommendations for improving and sustaining the decolonizing framework of Culture Club to create safe spaces for American Indian students and their explorations of their Indigeneity are also proposed. / Dissertation/Thesis / Doctoral Dissertation Leadership and Innovation 2017

A criação da categoria político-jurídica território etnoeducacional, por meio do Decreto Presidencial nº 6.861/2009, inaugura um novo capítulo na história da educação escolar indígena no Brasil, no que diz respeito ao reconhecimento da afirmação e identidades étnicas dos povos indígenas e a possibilidade de uma gestão mais autônoma de seus processos educativos escolares. Isso significa dizer, em linhas gerais, que a educação escolar indígena passa a ser organizada em consonância à territorialidade de seus povos, independentemente da divisão territorial entre estados e municípios que compõem o Estado brasileiro. Considerando o caráter recente do documento em questão e a escassez de estudos sobre a construção dessa política, esta dissertação propõe algumas reflexões acerca da criação, implementação e pactuação de territórios etnoeducacionais. Alguns dos meios utilizados para tal foram a elaboração de uma metáfora, denominada “território das formigas”, pensada a partir da visualização da obra “Nosso Norte é o Sul”, de Yanagi Yukinori, exposta na 8ª Bienal do Mercosul. Outro dispositivo foi o mostrar consciente que, mais do que buscar respostas, convida a conhecer e pensar coletivamente sobre sentidos e significados que as noções de territórios e territorialidades assumem para essa política, articulando-os às noções de identidade e afirmação étnica, aliadas ao viés educacional. Para isso, foram estudados documentos legais referentes à questão indígena etnoterritorial, entrecruzando seus sentidos com os significados propostos a partir das conversas com três intelectuais indígenas e um atuante de longa data na questão indígena. Utilizando os métodos de descrição de Michel Maffesoli, bem como a leveza da narrativa de Ítalo Calvino e a tomada de consciência étnica descrita por José Bengoa, este estudo teve por questões norteadoras a relevância do Decreto nº 6.861/2009 para a educação escolar indígena específica e diferenciada e os possíveis sentidos e significados que ele assume na história da educação escolar indígena no Brasil. Vislumbramos como possíveis significados um maior controle social sobre a educação escolar indígena, o funcionamento do regime de colaboração entre as diferentes esferas de governo e a valorização étnico-cultural das identidades indígenas, entre vários outros mais ou menos implícitos nas falas governamentais, intelectuais e indígenas, suscitando novas questões a partir das reflexões presentes neste estudo e, quiçá, anunciando também uma reterritorialização da educação escolar indígena. / The creation of political-legal category etnoeducacional territory, through Presidential Decree No. 6.861/2009, opens a new chapter in the history of indigenous education in Brazil, with regard to the recognition and affirmation of ethnic identity of indigenous peoples and the possibility of a more autonomous school of their educational processes. This means, roughly, that the indigenous education shall be organized in accordance to the territoriality of their people, regardless of territorial division between states and municipalities that make up the Brazilian state. Given the recent nature of the document and the scarcity of studies on the construction of this policy, this paper proposes some reflections on the creation, implementation and negotiation of territories etnoeducacionais. Some of the means used to do so were the creation of a metaphor, called "ant territory," thought from viewing the work "Our North is the South," Yukinori Yanagi of exposed in the 8th Mercosul Biennial. Another device was aware that the show rather than seek answers, invites you to discover and think collectively about meanings that notions of territory and territoriality to assume that policy, linking them to the notions of identity and ethnic affirmation, combined with the bias educational. For this, we studied legal documents relating to indigenous issues etnoterritorial, crisscrossing your senses with the proposed meanings from conversations with three indigenous intellectuals and a longtime active on indigenous issues. Using the methods of description of Michel Maffesoli, as well as the lightness of the narrative of Italo Calvino and ethnic awareness described by José Bengoa, this study was guiding questions the relevance of Decree No. 6.861/2009 for indigenous education specific and differentiated and the possible meanings it assumes in the history of indigenous education in Brazil. We see how possible meanings greater social control over indigenous education, the functioning of the system of collaboration between the different spheres of government and ethno-cultural appreciation of indigenous identities, among many other more or less implicit in the speeches of government, intellectuals and indigenous raising new questions from the reflections in this study and, perhaps, also announcing a reterritorialization of indigenous education.

A partir da Constituição Federal de 1988, as lutas indígenas por direitos possibilitam a construção de uma série de avanços nas políticas públicas relacionadas à educação. As pesquisas acadêmicas demonstram os esforços para a construção de escolas indígenas baseadas nos modos próprios de viver e aprender de cada povo indígena, e também indicam o crescente ingresso de estudantes indígenas em instituições de ensino superior, e da produção de sentidos para a expressão “intelectuais indígenas”. O atendimento a estudantes indígenas no âmbito da Educação Profissional, foco desta dissertação, é ainda mais recente, considerando-se a atual configuração da Rede Federal de Educação, Ciência e Tecnologia, criada pela Lei nº 11.892, de 2008, e a implementação da Lei de Cotas, nº 12.711, de 2012. A partir da garantia de reserva de vagas para o ingresso de estudantes indígenas nesta modalidade de ensino, a pesquisa buscou registros de sua presença nos campi da Rede Federal no Estado do Rio Grande do Sul, bem como suas demandas para a Educação Profissional, considerando os desafios e as possibilidades de acolhimento pelos Institutos Federais de Educação Profissional, Científica e Tecnológica, especialmente a partir da experiência do Campus Sertão do Instituto Federal de Educação, Ciência e Tecnologia do Rio Grande do Sul (IFRS) Referenciando-se em experiências prévias, como o Magistério Intercultural Bilíngue, do Instituto Kaingang de Educação Ângelo Mainkhá Miguel, em Inhacorá, a pesquisa buscou delinear o campo da educação indígena específica e profissional. Para a construção empírica da pesquisa, empregou-se a metodologia da entrevista etnográfica. Na literatura, Rodolfo Kusch, Bartolomeu Meliá, Patrício Arias e Pablo Mamani dão suporte teórico para compreender o estar indígena e suas formas de se organizar para o trabalho. Esse estar confronta-se com o ser das instituições de Educação Profissional, fundamentadas na lógica modernista de práticas capitalistas. As implicações das relações entre a Rede Federal e as etnias que nela se inserem foram consideradas sob a perspectiva da descolonialidade, e com a potencialidade de corazonar (ARIAS, 2010) para as instituições e de melhor viver (BANIWA, 2011) para os povos indígenas. / Under the Federal Constitution of 1988, indigenous struggles for rights have made it possible for the construction of a series of advances in public policies related to education. Academic research has demonstrated the efforts towards the establishment of indigenous schools based on the ways of living and learning of each indigenous people and has also pointed out to the increasing numbers of indigenous students enrolling at higher levels of education as well as to the establishment of meanings to the phrase indigenous intellectuals. The focus of this dissertation, the admission of indigenous students into the scope of Professional Education is even more recent, considering the current configuration of the Federal System of Education, Science and Technology, created by Law 11.892 of 2008, and the implementation of the Law of Quotas, nº 12.711, 2012. From the guarantee of an affirmative action known as quotas for admission of indigenous students into this modality of education, this research has surveyed records of their presence in the Campuses of the Federal System of Professional Education in the State of Rio Grande do Sul, as well as their demands for Technical Education, considering the challenges and possibilities of welcome and accompany provided to students by the Federal Institutes of Vocational, Scientific and Technological Education with special consideration to the experience at Campus Sertão, which belongs to the Federal Institute of Education, Science and Technology of Rio Grande do Sul (IFRS) Based on previous experiences such as in the Indigenous Intercultural Bilingual Initial Teacher Education Course, at the Kaingang Institute of Education Ângelo Mainkhá Miguel, in Inhacorá, the research aims at outlining the field of specific professional indigenous education. For the empirical construction of the research, the methodology of the ethnographic interview was used. In literature, the works of Rodolfo Kusch, Bartolomeu Meliá, Patrício Arias and Pablo Mamani have provided theoretical support to understand the indigenous being and their ways of organizing themselves to work. This being confronts with the existing of the Professional Education Institutes, based on the contemporary logics of capitalist practices. The implications of the relations among the Federal System and the ethnic groups that are admitted into it were taken into account from the perspective of decoloniality, with the potentialiality of heartening (ARIAS, 2010) for the institutions and of well living (BANIWA, 2011) for the indigenous peoples.

Propõe-se analisar a organização indígena de Roraima e suas estratégias de interação com as organizações estatais e privadas no avanço das políticas públicas de educação indígena no Estado de Roraima, demonstrando que o Estado, entendido como poder público estadual, sempre buscou a integração dos indígenas, mas, nas últimas duas décadas, houve um aperfeiçoamento nas relações com os povos indígenas e um empoderamento nas políticas públicas de educação indígena implantadas no Estado de Roraima pós-Constituição de 1988. A base metodológica que norteia este trabalho se dá em dois momentos: o primeiro está voltado para a análise bibliográfica, que versa sobre as políticas indigenistas e as políticas públicas específicas e, desta forma, possibilita descrever a forma de relações entre os índios e o Estado. O segundo se dirige à análise documental que versa sobre as políticas públicas indígenas no Estado de Roraima. Dentre estes documentos, estão os programas do Governo Federal estabelecidos no Plano Plurianual Anual (PPA), sendo neles que constam as garantias de recursos para as políticas públicas das comunidades indígenas do Estado de Roraima. Após análise comparativa entre os documentos produzidos pelas movimentações indígenas e os discursos de suas lideranças, com os documentos oficiais originados pelo Estado, constata-se que há a participação efetiva das organizações indígenas, tanto nas leis e outros instrumentos legais, quanto na formatação das políticas públicas de educação indígenas. / This thesis aims to analyze the process of indigenous organization of Roraima state and its strategies of interaction with State and private organizations in advancing public policies for Indigenous Education in Roraima state, demonstrating that the State understood as State public power always sought the integration of indigenous people, but in the last two decades there has been an improvement in relations with indigenous peoples and an empowerment of indigenous education in the public policies implemented in Roraima state Post-1988 Constitution. The methodological basis that guides this work takes place in two phases: the first is dedicated to the bibliographical analysis, which focuses on indigenous policies and specific public policies and thus makes it possible to describe the form of relations between Indians and the State. The second moment is focused on documentary analysis that focuses on the indigenous public policies in Roraima state. Among these documents are Federal Government programs established in the Annual multi-year plan (PPA), being them in resource transfers to indigenous communities. After comparative analysis between the documents produced by the indigenous movements and the speeches of their leaders, with the official documents produced by the State, noted that for the effective participation of the Indigenous Movements both in laws and other legal instruments, formatting of indigenous public policies.

Con el apoyo de la documentación etnográfica, la literatura antropológica y los datos recolectados en campo, el artículo relaciona el proceso de aprendizaje y enseñanza de los grupos indígenas del noroeste amazónico brasileño con los modos de producción y cuidado de personas. Las técnicas y el significado del proceso de «producir gente» se transmiten en la actividad diaria, en la interacción entre diversas generaciones y en las narrativas de especialistas y familiares (especialmente abuelos). Al mismo tiempo, este proceso se entrelaza con un conocimiento ritual y mitológico poco explicitado, pero siempre presente en los grupos de la región. Los niños y niñas también son participantes activos en este proceso de formación y autoformación; en el artículo, explico este protagonismo mediante una descripción detallada de un día de campo en la comunidad de Tabocal de uneiuxi, santa Isabel do Rio negro, Amazonas. en este relato demarco los medios por los cuales la producción de sí se realiza a través de las acciones de los niños y niñas, enfatizando el protagonismo de aquellos en su producción como gente, incorporando conocimientos y transformándolos. / Supported by ethnographic documentation, by the anthropological literature and by data collected in the field, this article relates the process by which indigenous peoples in the northwest Amazon learn and teach children with the rich dialogue about the production of persons. The techniques and the meaning of «producing people» are transmitted in day to day life, in the interaction between generations, and in the narratives of specialists and family members (especially grandparents). At the same time, this process is intertwined with ritual and mythic knowledge transmission, which is, if not always explicit, always present in the indigenous groups of the region. Children also play active roles in this process of formation and self- formation; in this article, I lay out this social agency my means of a careful description of the day in the life of children in the multiethnic village of Tabocal do uneiuxi, santa Isabel do Rio negro. In this narrative, I point of the ways that children are agents in their own education and self-production, emphasizing their protagonism in the process of «producing people», as they incorporate and transform knowledge.