Differentiated indigenous school education: Analysis of scientific publications between 2012 and 2018

Abstract

This theoretical essay reflects on what has been and has been accomplished the application of the right to a differentiated education to indigenous peoples in indigenous schools, through a bibliographical review of dissertations and theses published between 2012 to 2018, available in BDT CAPES database, aiming to identify whether or not it is implemented, trying to identify the presence of traditional cultural elements of each ethnic group in the content and educational practices actualized in these schools. After analyzing the selected material, we sought to reflect on what it reveals about the realities studied, offering a landscape on how differentiated education has been understood and implemented in indigenous schools, as well as the difficulties identified there, reflecting on the proposition of new perspectives to make the construction of differentiated indigenous school education more effective.