The present work in its context, allowed us to make a reflection about the Indigenous School
Education in the school Surara Benvinda located in the hamlet of Village Franca in the River
Arapiuns. Facing prejudice and discrimination and challenges was the perception that led
indigenous members of the community to become more united to ensure the firmness and the
decision of indigenous communities to build a new school that would meet the needs and the
needs of the village, valuing the aspects cultural and natural resources in place. It aims to
analyze and understand the history of indigenous school education in the village and its
influence on the organizational and social process of the same; Recognize the importance of
education developed indigenous school Surara Benvinda; Identify the educational practices and
training of indigenous educators in the village. The methodological proposal of this work was
based on bibliographical research, documental research and oral history method. In this regard,
we emphasize that indigenous school education is a reality that has been built by several
indigenous peoples of the country since the promulgation of the federal constitution of 1998,
which assured the indigenous people of Brazil the right to remain Indians, that is to say,
themselves, with their languages cultures and traditions. However, the consolidation of these
rights has been taking place since the implementation of Law 11.645 / 2008, which amended
the Law on the Guidelines and Bases of National Education (LDB) 9394/96 in recognizing that
indigenous peoples could use their mother tongues and their learning processes in specific,
differentiated, intercultural, bilingual and multilingual school education, making states and
municipalities responsible and ensuring the right to education for indigenous peoples.
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