The objective of this study, which investigated the resistance and protagonism practices of
Apinayé indigenous women (Macro-Jê), was to verify how Apinayé indigenous women express
power and resistance in the schooling process and in higher education. Therefore, it was
necessary to characterize the social and political condition of Apinayé indigenous women; to
identify the social struggles experienced by these women in their relations with non-indigenous
society in the struggle to guarantee rights; and to identify the main challenges experienced in
the schooling process and in higher education. Methodologically, it is characterized as a Case
Study of the Ethnographic Type, whose approach is qualitative, carried out with four Apinayé
indigenous women from the villages Aldeinha, Botica and Cipozal, located in the Apinayé
Indigenous Land, in the northern state of Tocantins. Semi-structured interviews and the
questionnaire were used as data collection instruments. The study presents the Decolonial
perspective as a critical theoretical basis for reflection and makes approximations with
Decolonial Feminism. The results of the study show that many things have changed since the
acceptance of Apinayé women's voices in the villages. They are increasingly aware of their
strength and representation and have occupied a prominent place in decisions regarding the
improvement of the quality of life of their people. The main challenges experienced in the
schooling process and in higher education were displacement to cities, linguistic boundaries,
prejudice and discrimination from non-indigenous society and difficulties in associating studies
with the duties of an indigenous woman.
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