DIREITO, INTERCULTURALIDADE E A LUTA TINGUI-BOTÓ: A EXCLUSIVIDADE DO DOCENTE DA PRÓPRIA ETNIA COMO EFETIVAÇÃO DA EDUCAÇÃO ESCOLAR INDÍGENA

Abstract

The historical process of the Tingui-botós shows the struggle for state recognition – which resulted in a fundamentally negotiated territorialization, that is, their struggles for territorial claims, for ethnic and educational recognition were based on political demands, causing a dependent dependence on the state legal framework, where the territorial conquests of the indigenous group were concentrated in complications with several state agencies such as the SPI (Indian Protection Service), FUNAI (National Indian Foundation) and ITERAL (Land Institute of Alagoas). This process of struggle and organization apparently shaped the identity of the indigenous people for the other struggles they face and face today, thus allowing the emergence of the intercultural concept – that is, the search for full citizenship guaranteed to all non-indigenous Brazilians, maintaining their distinction and specificity. Emerging from such a negotiation form, the extension accepted and presented by the indigenous people themselves: “I have the right to be you, without ceasing to be me” (MUNDURUKU, 2012). Aiming to appropriate this plenitude, the indigenous people demand access to schooling while maintaining their cultural identity. In view of this, the research center seeks to study the articulation of the Tingui-Botó indigenous group in their demand for the direction of their own educational process, thus coupling the right instituted by the State and the rights traditionally constructed by the native peoples, seeking to analyze the possibilities of compatibility with the basis in the Constitution, in ILO Convention 169, in the LDB and in the original rights themselves.