ESTUDANTES INDÍGENAS EM ESCOLAS PÚBLICAS URBANAS EM RONDÔNIA: DA OMISSÃO DAS POLÍTICAS PÚBLICAS A OMISSÃO DO PERTENCIMENTO ÉTNICO

Abstract

This work presents the outline of a study that is underway, seeking evidence and question the reality of Indian students in schools not as the situations of indigenous affirmation and omission identity (ethnic belonging) in urban public schools in Rondonia. The obtained data show everyday situations that characterize violence and prejudice against students indigenas.Essas and other situations that reveals the interethnic tension remains dormant and can manifest in many different situations. At school, occurs in intercultural interaction. To discuss these and other issues raised in the survey, support for authors who discuss indigenous education, management, public policy, anti-colonialist project, empowerment, autonomy and leadership indigenous perspective of the indigenous movement with Grupioni (2001), Lopes da Silva (2000); D'Angelis (2012); Bergamaschi (2012), Both (2009); Mendonca (2009); Castoriadis (1988); Secchi (2008); Tadeu da Silva (1999) and Paulo Freire (1982) with their outstanding contribution to the dialogue on indigenous education. Keywords: Indian student. Urban school. Prejudice. Omission identity.