Políticas públicas de inclusão/exclusão: impasses na escolarização de indígenas matogrossenses em Língua Portuguesa e Literatura

Abstract

This study deals with the integration of indigenous students into the formal education system in Mato Grosso, Brazil, given the need for teaching methodologies that respect and value the cultural and linguistic diversity of indigenous peoples. The general objective of the work is to analyze the impact of public inclusion policies on the education of indigenous students, with a specific focus on the teaching-learning processes of Portuguese Language and Literature, in order to assess the extent to which this inclusion has been effective or has, on the contrary, reinforced the exclusion to which these peoples have been subjected for centuries. In order to fulfill the stated objective, the methodology consists of exploratory qualitative research, in that it is based on the study of primary and secondary sources in order to gain an in-depth understanding of a topic, without, however, undertaking field research. The results obtained indicate a series of difficulties faced by indigenous students in the education system due to the ineffectiveness of current public policies, since the interculturality advocated by official documents has not been properly addressed, including in Portuguese language and literature classes, in which multiculturalism is not part of teaching practices with regard to the different indigenous ethnic groups that inhabit the state.