INDIGENOUS SCHOOL EDUCATION IN BRAZIL: A BIBLIOMETRIC AND EVALUATIVE ANALYSIS

Abstract

This article investigates indigenous school education in Brazil, focusing on the quantity and territorial distribution of academic research on the subject. The analysis was based on theses and dissertations found in the Brazilian Digital Library of Theses and Dissertations (BDTD), using search terms such as "Indigenous School Education," "Classroom," and "Teaching." The research reveals that, although there is growing concern about indigenous education, the participation of these schools in national assessments like SAEB is limited. Indigenous schools are often excluded due to the use of their mother tongue and the prevalence of multi-grade classes, common in rural and indigenous environments. Furthermore, there is a lack of significant publications offering practical solutions to improve indigenous education. The data indicate that many of these schools are not integrated into existing assessment systems, rendering indigenous students invisible in public education policies. The analysis of 21 works shows a concentration of research in the areas of Exact and Natural Sciences, with less emphasis on Portuguese Language. The study also highlights the need for more effective public policies and specific assessments to meet the needs of indigenous communities, ensuring them quality education that respects their cultural and linguistic particularities. It is crucial that these schools be included in assessment systems that consider their specificities so that actions can be planned to improve education for this audience.