The present work shows the effect of an investigation carried out on THE
ADVANCES
AND CHALLENGES OF INDIGENOUS SCHOOL EDUCATION IN THE STATE
OF TOCANTINS IN THE PERIOD FROM 1999 TO 2018. The objective of the
work was to prepare research according to the theme and thus provoke the reader to
reflect, analysis and discussions. In this way, we point out the advances and
challenges in indigenous school education in Tocantins. The work is based on
bibliographic/qualitative research and documents. The work had as its context a
historical trajectory since the times when the Indians did not have access to
education. With the researches, we have legislation that is important to mention
because it was the first advance for these indigenous peoples, as rights to a
differentiated education. The study seeks to analyze how this differentiated teaching
is conducted, how are teachers included in these villages, what type of training do
they have? So we went deeper into the research, for these questions, because for
them, what would all these advances do given that for them the differentiated word
is as if they didn't have the same privileges as people who studied in the city,
because for them it was a challenge to face the new. The laws seek to value the
peoples of the villages, giving them the right to have a school in their village, with
several programs aimed directly at them, since the constitution of 1988 , these
advances have been made for Brazil and thereby ensure indigenous interests, keeping
your mother tongue and customs. In Tocantins we have the (FUNAI) which is the
National Indian Foundation, the (CEE) State Council for Indigenous School Education
which was created on March 14 , 2005 , in Palmas/To during government decree. No
2 ,367, the MEC, SEDUC, among others, in which it generates a very broad and
specific pedagogical policy.
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