COLONIZATION AND CATECHIZATION IN THE PROCESSES OF SCHOOL EDUCATION IN BRAZIL AND IN MATO GROSSO

Abstract

This article aims to analyze colonization and catechization in the processes of Indigenous School Education in Brazil, with a specific focus on the state of Mato Grosso. Qualitative and bibliographic in nature, the research is based on authors who discuss the theme in the colonial and republican periods, articulating the socio-historical dynamics at the national and regional levels. Fundamentally, it outlines a panorama of public policies directed at Indigenous peoples over time. The analysis shows that the State, both colonial and republican, implemented an educational model that prioritized the cultural silencing of these peoples, sometimes instrumentalizing them as labor, sometimes subjecting them to the condition of wards to meet the economic demands of the surrounding society. This scenario began to transform with the 1988 Constitution, a landmark from which Indigenous peoples, as subjects of rights and protagonists of their own history, gained legal support for the guarantee of a differentiated, specific, and intercultural education that respects the singularities of each ethnic group.