Tumbalalá People: History, Territory, Cultural Identities and Their Impacts on Indigenous School Education

Abstract

This paper aims to present a historical data about the Tumbalalá people, starting with the first records of their territorial occupation, as well as their historical roots and identification with their ancestors and the cultural focus of their ethnicity. From this point on, it is introduced a discussion about Indigenous School Education, under the focus of the prevailing Brazilian legislation, pursuing to differentiate Indigenous Education from Indigenous School Education, emphasizing the value that Indigenous knowledge has for School Education in contextualization and interculturality as ways to foster the rescue of Indigenous culture. It is moreover important to highlight the role of the Brazilian legislature, which has sought to guarantee the right of Indigenous people to a differentiated education as a guarantee of respect for their culture and, at the same time, the right to a formal education that allows them to continue to defend their rights and interests. Resulting from the long struggle of the Indigenous peoples to achieve this right to a differentiated education, although it has advanced significantly there is still a lot to be done.