This paper aims to analyze the advances and challenges in indigenous school education in Arapyun village / Vila Franca in Santarém-Pará, through the experience of the Surara Benvinda Indigenous School. The research is justified by the need to effectively publish the real advances and challenges in indigenous school education in the municipality of Santarém Pará, which is part of the Lower Tapajós Ethno-Educational Territory, in a perspective of bringing to the knowledge of our peoples and the entire community. Organized civil society, the importance of education as a process of change. As a methodology, we opted for a qualitative and exploratory research to obtain data, where questionnaires were applied with the school manager, teachers, students, support staff, parents and school community that guided the research. The work is divided into three parts, besides the introduction and the final considerations. The first chapter deals with the theoretical basis of work and deals with the normative references of indigenous school education in Brazil. The second chapter discusses the educational policy of the municipality of Santarém for indigenous school education. The third chapter deals with the experience of the Surara Benvinda indigenous school in Arapyun Village / Vila Franca - Santarém / Pa. As results within the researched theme, it was observed that since its foundation, the Surara Benvinda School, even with the obstacles and lack of support from the municipal management, has advanced in its objectives, seeking to work differently, integrating its students to the social environment. , without losing its essence, preserving its traditional knowledge and culture. However, there are many challenges for its continuity and one of them is to demand from public management that the laws governing indigenous school education can be implemented in Arapyun Village.
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