A política pública da educação escolar indígena no Parque das Tribos em Manaus - AM

Abstract

This study examines the public policy on Indigenous school education in Parque das Tribos, located in Manaus, Amazonas. It investigates the implementation of educational policies directed at Indigenous populations within this urban Indigenous territory, with particular emphasis on the legal, political, and structural challenges involved. The research is grounded in both national and international legal frameworks, especially the right to differentiated Indigenous education as established by the 1988 Federal Constitution and related normative instruments. The dissertation is structured into three chapters. The first discusses the legal and institutional foundations of Indigenous education policy in Brazil, focusing on key legal instruments such as the International Labour Organization’s Convention No. 169, the National Education Guidelines and Framework Law (Law No. 9,394/1996 – LDB), and specific curricular guidelines. It also examines the obstacles to the effective implementation of these norms. The second chapter presents empirical data on the educational conditions in Parque das Tribos, including the historical development of the community, the organization of local Indigenous schools, and the impact of public policy on educational access and quality. Issues identified include inadequate infrastructure, lack of bilingual teaching materials, and limited access to continuing professional development for Indigenous teachers. The third chapter evaluates the effectiveness and applicability of educational policy in the urban context of Manaus, highlighting difficulties related to the institutionalization of Indigenous schools and the recognition of their cultural specificities. The findings indicate that, despite normative progress, policy implementation remains constrained by structural, political, and administrative barriers. The study concludes by emphasizing the need for strategic, intercultural educational planning to ensure inclusive and culturally respectful schooling that affirms Indigenous identity and collective rights within urban environments.