Most Yanomami schools have no power – 02/16/2023 – Education

A technical note from the MEC (Ministry of Education) points to a “scenario of total precariousness” of educational provision in the Yanomami Indigenous Land. Obtained by Sheetthe document shows that, of the 26 public schools in the territory, 11 have their doors closed.

All inactive units are the responsibility of Roraima. Even among open schools, all in the state of Amazonas, infrastructure and teacher training are in minimal conditions. Of the 15 in operation, 11 work in inappropriate locations, such as sheds, ranches, warehouses or sheds.

Only one has a regular water supply and 13 do not even have electricity. Of the 144 teachers linked to the schools in operation, 23 completed only elementary school, 75, only high school and only 46 of them have higher education. Only four professors are effective public servants.

The Yanomami people are experiencing a humanitarian tragedy. The situation is a reflection of the illegal mining that has advanced in the indigenous territory, which borders Venezuela and, in Brazil, passes through the municipalities of Roraima and Amazonas.

At least 570 Yanomami children died from mercury contamination, malnutrition and starvation.

The technical note was forwarded to the Ministry of Human Rights and Citizenship in order to support the actions. Questioned, the Human Rights folder did not respond to the report.

The education secretariats of Roraima and Amazonas affirmed that they fulfill the obligation of providing education in Yanomami land.

The diagnosis was carried out by Secadi (Secretary of Continuing Education, Literacy, Diversity and Inclusion) of MEC. The subfolder was recreated during the Luiz Inácio Lula da Silva (PT) government and covers indigenous education policies.

Differentiated school education for indigenous peoples is based on different principles, such as community organization and interculturality. The MEC document points out that the legislation requires collaborative action from states and municipalities.

There are a number of peculiarities in this offer, such as the consent of leaders to hire teachers.

In Amazonas, 13 schools are municipal and the other two, state. The units are in the cities of Santa Isabel do Rio Negro, São Gabriel da Cachoeira and Barcelos. In the case of Roraima, the non-functioning units are in Alto Alegre, Amajari and Caracaraí.

In total, the MEC records just over 2,317 enrollments of indigenous children and adolescents in the Yanomami territory. About half are in municipal schools, and the other half, linked to the state of Amazonas.

Schools also have worse approval and dropout indicators. The age-grade distortion rate is 47% in schools in Yanomami land for the final years of elementary school, against an average of 21% —this index measures the percentage of children who are two years or more behind in school.

Ufam (Federal University of Amazonas) professor Gersem Baniwa says that the scenario in the territory reflects the reality of indigenous education in the country, especially in the North region. He cites as one of the obstacles to qualifying infrastructure the lack of a legal framework suited to the difficulties and the high construction costs in isolated locations.

“There is enormous difficulty in resolving this situation, not due to lack of knowledge, dialogue and pressure from the indigenist movement”, he says. “Until today, however, the Brazilian State as a whole has never found and implemented an adequate public policy for these realities.”

The country has 3,300 indigenous schools, a third of which are in the Amazon and almost all on indigenous lands. Half do not have sewage, 30% do not have electricity and only 3 out of 10 have access to the internet, according to a survey by Instituto Unibanco with data from 2020.

Schools offering indigenous education concentrate 274,000 enrollments.

Indigenous teacher, Gersem Baniwa has already joined the CNE (National Council of Education). For him, dealing with the Yanomami tragedy also involves education.

“Access to education is fundamental for many things, such as thinking about food in this current context and also ways of protecting the territory. Forming a community is important so as not to depend on just one leader”, he says.

President of Undime de Roraima, Sueli Magalhães argues that it is important that the indigenous school offer is in the territory and in the local language, with respect for cultures. Undime represents municipal education leaders.

“These are great challenges, but the current situation serves so that public policies, through the federal government and states, can support municipalities and these schools. There are difficulties in getting material, teachers, having teachers trained in the areas and in the mother tongue of every ethnicity.”

Less than half of indigenous schools (48%) use didactic material in indigenous language or bilingual (in indigenous language and Portuguese language). The majority (74%), however, teach classes in the indigenous language.

In a note, the Secretary of Education of Roraima stated that the units are disabled for “not following a regular rhythm of functioning”. The folder said that there are not enough teachers because there are difficulties in hiring, such as the lack of trained people, access problems and also because of conflicts in the region.

The folder also cited the interruption of school activities in the territory because of the coronavirus pandemic. An April 2022 ordinance would guarantee the return of activities.

Roraima has 226 indigenous schools. Together, the units serve 17,279 students.

The secretariat defended that it has actions to reform indigenous schools, installed 548 indigenous teachers in August and last year trained 36 teachers for the Yanomami ethnic group. Two more classes are planned for this year.

Also in a statement, the Amazonas Department of Education reported that it trained 34 indigenous teachers in the region and there are 51 Yanomami students studying the Indigenous Intercultural Teaching Course.

The portfolio offers indigenous education to 32 municipalities, with 64 ethnic groups, in different contact situations. In 2023, the secretariat registered 9,464 indigenous students enrolled.

Also according to the note, members of the Amazonas Department of Education visited the Yanomami territory at the beginning of the year to carry out a survey on possible actions and talk to the communities. The folder awaits information on enrollment demand for organizing classes.