Human Rights: Indigenous School Education as a Means of Strengthening the Cultural Identity of the Gavião People – PA

Abstract

This study investigates the role of Indigenous School Education as a tool for resistance and cultural appreciation among the Gavião Parkatêjê, Kyikatêjê, and Akrãtikatêjê peoples, inhabitants of the Mãe Maria Indigenous Land in the state of Pará, Brazil. The central issue lies in the socio-environmental impacts caused by large infrastructure projects, such as the BR-222 highway and the Carajás Railway, which threaten the identity and social cohesion of the Gavião people. Using a qualitative approach, the methodology is based on bibliographic and documentary analysis, including legislation, dissertations, and case studies. The main objective is to analyze Indigenous education as a strategy for cultural strengthening in the face of colonization and economic expansion challenges. The study is justified by the school’s importance as a space for transmitting traditional knowledge, promoting bilingualism, and reinforcing Indigenous autonomy. The Tatakti Kyikatêjê School and the Mundiar Project are concrete examples of this articulation, combining formal education with cultural practices such as the sustainable harvesting of Brazil nuts and the preservation of the Jê-Timbira language. The study concludes that differentiated education is essential for preserving the identity and self-determination of Indigenous peoples. Despite legal advances, obstacles such as inadequate infrastructure and external interference persist. Active community participation in developing pedagogical projects is crucial to ensuring intercultural, contextualized education that aligns with local realities, contributing to social justice and the recognition of ethnic diversity in Brazil.