Access of indigenous peoples to formal education: science education: a challenge, a reality

Abstract

Faced with the refuted hypothesis of the reduction and the extinction of indigenous peoples in Brazil, new perspectives and demands have emerged. This research aimed to investigate the access of indigenous peoples to formal education, especially in relation to science education in the state of Rio Grande do Sul. The indigenous schools of the Kaingáng and the Guarani ethnic groups were contextualized from the perspective of spatialization considering the Mesoregions, the municipalities, and the respective Regional Education Coordinators. The aspects investigated include number of enrollments (from 2011 to 2015), number of science teachers and their respective ethnicities, and the contribution of the school libraries. Thus, it is understood that there is a great reflection and consequent application of financial resources, aiming at the inclusion of indigenous peoples. However, demands have been identified, such as the adoption of principles of interculturality and bilingualism, the lack of adequate libraries and collections, the lack of science teachers, and the lack of indigenous teachers.

Eating habits, anthropometry, lifestyle, and hypertension of a group of non-village indigenous women in Amazon, Brazil

“…In Mato Grosso do Sul, Brazil, 82% of the women, with an average age of 35.5 years, had 4 or fewer years of education 4 . The unmet needs of the village population's low education level may be due to requirements not being fulfilled, such as teacher shortages in language and intercultural matters 19 . Souza Filho et al, in a study of indigenous people from the Thura ethnic group in Amazonas, with a sample of 121 women, found that 19.8% had education for 11 years 20 .…”