| Summary: | The importance of maintaining cultural identity today makes indigenous peoples disconnect from so many
impositions suffered since the invasion and genocide in Brazil. Strengthening the struggles for achievement and
independence in the construction of a specific curriculum that will define the identity of the school community, based on the
predominant intercultural aspects. In this context, it is evident that, with the suggestion of education in western cradle, we
know the great importance of its role in the formation of the citizen and the construction of ideologies that move and
guarantee improvements for humanity. The way in which educational policies assist the traditional peoples and their
differentiated education, which are constantly being claimed, aiming at opportunities and improvements in the quality of
education for indigenous citizen formation, worthy of recognition for their ancestral origins. This research aimed to analyze
the right to have a different curriculum in Indigenous School Education, was carried out between June 2016 and August
2017. During the research, were Several studies and discussions were conducted on indigenous school education, curriculum
and the challenge of finding a specific curriculum, addressing the difficulties and anxieties that indigenous school education
in Alagoas has been facing for years. The theoretical contribution used to reflect on the theme in question was based on:
Alagoas (2015); Brazil (1988, 1991, 1996, 1998, 2002, 2005, 2014); Bergamaschi (2012); Eyng (2010); Grupioni (2006); Lopes
(2008); Malta (2013); Munari (2010) and Vilar (2017). The research brings as evidence the need to guarantee a specific
school curriculum for indigenous schools, aiming to contribute to the offer of a contextualized intercultural school education,
promoting a curriculum conducive to local culture. In this sense, it aimed to provide the Indians, their communities and
peoples with the recovery of their historical memories and the reaffirmation of their ethnic identities and the valorization of
their languages and sciences. This school needs to develop a collective work to build a specific curriculum that aims to
improve teaching-learning, enabling educators and learners a creative, humanized, transformative, supportive and cultural
coexistence integrated with the context in which they are inserted, without disrespecting the indigenous beliefs and cultural
practices.
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