The informational access of students from indigenous schools in the Taunay Ipegue indigenous territory of Mato Grosso do Sul/Brazil

Abstract

Brazil has a great cultural and extensional diversity, in which informational access is intended to cover everyone in order to comply with the Brazilian Constitution. This article aims to bring up reflections on the informational access of students from indigenous schools of the Terena ethnicity of the Taunay Ipegue Territory of Mato Grosso do Sul, in order to identify whether informational access covers all inhabitants of this territory. The methodological path for the development of this study is classified as qualitative and in the general strategy the ethnographic method was used. In the field research, an interview was carried out with 11 students from the Bananal village of the Prof Domingos V Marcos Indigenous State School (EE) - MIHIN and field observation with visits to the schools of the Bananal and Lagoinha village: Municipal School (EM) Indigenous Polo General Rondon, Indigenous Municipal School (EMI) Marcolino Lili Polo and Pastor Reginaldo Miguel Indigenous State School (EE). The results include, therefore, some initiatives that serve the informational access of the Terena indigenous people of the Taunay Ipegue Territory, however, they are still very incipients, requiring more informational spaces that contribute to the dissemination, preservation, production of knowledge of indigenous peoples, carrying out the exchange of experiences and exchange of information.