The research object of this dissertation is the indigenous intellectuality and its academic
production in Postgraduate Programs. Access to school education for indigenous peoples at all
levels is not a recent phenomenon, although new contexts and paths have been outlined today.
The general objective is to analyze the thinking of the Brazilian indigenous intellectual about
education, manifested in thesis defended in postgraduate programs, in order to understand their
political meaning. Depending on the main objective, we outline the specific objectives: 1) Carry
out a bibliographic review of studies about this intellectual; 2) Analyze the concept of
indigenous intellectual; 3) To discuss the relationship between schooling and intellectuality of
this subject; 4) To survey the names of Brazilian indigenous intellectuals; 5) To verify, from
the relationship of these Brazilian indigenous intellectuals, those who dealt, in thesis and
dissertations, with the question of education; 6) Analyze the thinking of this intellectual subject
on education in thesis and dissertations; 7) To verify, from the materialization of the thought of
this intellectual about education, its political sense. Methodologically, the research is developed
from the assumptions of content analysis. The issues raised: 1) Who are the Brazilian
indigenous intellectuals? 2) What are the contributions of schooling to the construction of this
subject's intellectuality? 3) How is the thought produced by this intellectual presented? 4) How
does the theme "Education" and the educational phenomenon materialize in indigenous
intellectual thinking? The hypothesis initially raised is that the thinking produced by indigenous
intellectuals in their thesis and dissertations presents a critical view of indigenous school
education. The initial idea we raised was that indigenous intellectuals produced (and still
produce) a thought that reflects, above all, the ethnic identity of their indigenous group of
belonging. Thus, the materialization of the thought of this intellectual would be marked, among
other things, by a deep identity affirmation. The results show that indigenous intellectuals do
present a critical interpretation of school education offered to their peoples, even though ethnic
knowledge does not manifest itself so explicitly. It has been demonstrated that access to
schooling has had profound repercussions in the context of these populations in the country,
among them the emergence of a schooled/ educated indigenous group that has proposed debates
from a place of speaking of belonging. The productions of these intellectual subjects converge
to points in common. These studies emphasize fundamentally that indigenous education in
Brazil can not ignore the education of the indigenous tradition and that the ancestral memory
of the original peoples must permeate their educational school process in order to overcome a
colonial position that school education almost always tries to impose in defiance of the identity
affirmations defended in the last 30 years, after the promulgation of the Federal Constitution of 1988.
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