LINGUISTIC PLURALISM, ANCESTRAL KNOWLEDGE, AND CULTURAL SUSTAINABILITY: CHALLENGES AND PERSPECTIVES FOR INDIGENOUS SCHOOL EDUCATION IN BRAZIL
DOI:
https://doi.org/10.56238/revgeov17n2-156Keywords:
Indigenous Education, Linguistic Pluralism, Ancestral Knowledge, Cultural Sustainability, Educational PoliciesAbstract
This article examines the challenges and perspectives for promoting linguistic pluralism, ancestral knowledge, and cultural sustainability in indigenous school education in Brazil. Based on a literature review and policy analysis, it discusses historical barriers faced by indigenous languages and traditional knowledge in educational institutions, highlighting processes of informational exclusion and cultural erasure. The study explores legal frameworks such as the 1988 Federal Constitution and Law 11.645/08, which have introduced debates on linguistic rights and cultural plurality into schools. Innovative experiences in indigenous schools and educational projects that value native languages as strategies for identity affirmation, resistance, and social justice promotion are analyzed. The findings point to the need for strengthening educational policies focused on indigenous teacher training, the creation of bilingual materials, and institutional support for linguistic heritage preservation. The article concludes that valuing linguistic pluralism and ancestral knowledge is essential for constructing inclusive education that promotes citizenship and cultural sustainability in times of multiple socio-environmental crises.
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