Paths and trends for researching indigenous education in the South of Brasil

Abstract

This article derives from a research which, at first, subsidized the special work presented at the Regional Scientific Meeting – 10^th ANPED Sul, in 2014. Starting from records found on Capes thesis platform (approved doctoral and senior thesis) and from the event website (work presented during the regional meetings), I built a very thorough mapping of researches produced in the last 15 years (2002 to 2016), drawing an overview for comprehending possible meanings and upcoming trends. Indigenous education and indigenous school became subjects matter in academic research in anthropology, and as of the 90’s in the 20^th century, it becomes also evident in the education field. As well as in all of Brazil, researches taking place I the Southern region, goes pari passu along the indigenous collectives, who implement with greater strength schooling processes inside and outside their own lands. As consequence, there is a growing dialogue between universities, researchers and regional native people, an increase in bibliographic production and the strengthening of the political movement that implements affirmative action and indigenous students admission in universities, including post-graduation programs, launching the indigenous authorship in academic research as well.