ETHNO-EDUCATIONAL TERRITORIES CONE SUL AND DIFFERENTIATED INDIGENOUS EDUCATION: INTERCULTURALITY AND RESISTANCE

Abstract

The federal Constitution (1988) acknowledge the particular ethnic status of indigenous peoples; guaranteed their right to their territory and differentiated education, which means specific and bilingual education, respecting the mother tongue. The "ethno-educational territories" (TEE) were created only in 2009 to guarantee differentiated education to the different indigenous people, intending to obey the Constitution and organize public agencies and governments on territorial bases defined by ethnic and cultural conditions. The school would take on a fundamental role in the construction of ethnoterritoriality, aiming to promote autonomy for these People, through the implementation of differentiated education and referenced in each culture, in relation to other cultures and interculturality, involving access to knowledge and educational policies and the professional training and of indigenous teachers to work in indigenous schools teaching their people. In Mato Grosso do Sul, the “TEE Cone Sul” has the largest Guarani/Kaiowá population in Brazil, living in villages, reserves, cities, camps and areas of land repossession, coexisting with other people, such as the Terena, but, fundamentally, with prejudice and violence, in the dispute over land with landowners and agribusiness . Our analysis allows us to reflect on the meaning of TEE as possible resistance field, considering the existence of advanced public policies, but that is still crawling  in the valorization of these peoples as ethnically different citizens, submitted to governments more defenders of the private interests than of the Magna Law, which was aggravated by the 2016 coup.