Indigenous school education has undergone changes, many of which have emerged through struggles for differentiated education, according to the local reality of each ethnic group, which is now assured by important public educational policies, given the importance of the existence of a management aimed at the emancipation of decision-making power. The present research was carried out in one of the indigenous schools of the community Umariaçú I, located in the city of Tabatinga-AM, through bibliographical and field research, the latter through open interviews directed to teachers, pedagogical support and director. The objective was to understand the mechanisms used in the school administration process and how the indigenous school education in the Municipal School Oi 'Tchürüne has been taking place. It was verified that the mentioned school is not contemplated by the current educational public policies, considering that the teachers knows them, but does not execute them, as a result of the dissatisfaction with the school administration and end up renouncing their rights provided by law. Thus, the school needs to open the dialogue with the surrounding community to understand and develop democratic administration, and thus seek the construction of a school community with its own identity, with values that cultivate the respect and strengthening of the local culture.
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