O entrelaçamento decolonial-intercultural na Educação Escolar Indígena Brasileira

Indigenous School Education (EEI) is an educational model that is based on the affirmation and recovery of ethnic identity in the process of building native knowledge. However, its historical trajectory is implicated by a colonial legacy that makes it essential to implement and ensure education that meets its needs. Thus, the present article's perspective is to analyze the presence and conception of Indigenous School Education in line with the concepts of decoloniality and interculturality based on an Integrative Review (IR) of works published on the Capes Periodicals Portal and in the Digital Library of Theses and Dissertations (BDTD), from 2019 to 2023. Given the material analyzed, it is possible to state that studies are still insufficient on the topic, since only 44 productions were found (articles, dissertations and theses), in which some did not completely correlate with the theme, were repeated and/or presented distinctions between descriptors for understanding decolonial-intercultural practices. Therefore, the indubitability of a study that departs from the Eurocentric assumption predominant in the knowledge worked in schools is evident. Finally, it is hoped that this article can contribute to the field of indigenous schooling for the construction of representative didactic-methodological procedures.