Indigenous School Education among the Atikum People: Challenges, Practices, and Identity Affirmation

Abstract

Indigenous education is a crucial social aspect for Indigenous ethnic groups, born of the Indigenous struggle for a distinct educational model that incorporates traditional cultural and ethnic values. The inclusion of Indigenous peoples in the school system relies on decolonization mechanisms, such as the integration of traditional knowledge, cultural practices, customs, and other elements. This article examines the reality of Indigenous schooling within the Atikum territory, as well as the pedagogical challenges and advancements encountered. The study draws on bibliographic sources and the insights of experts analyzing educational practices. The aim is to understand Indigenous education as part of the decolonization process and the integration of Indigenous knowledge into school practice, while also highlighting the struggle of Indigenous peoples for quality education and school environments that meet the needs of both educators and students. The analysis underscores that a distinct, specialized school featuring teachers who are integrated into the community is fundamental to the successful implementation of Indigenous schooling. Such integration is also vital for translating legislation into reality, ensuring that the Indigenous school as definedremains distinct by being embedded in its local context and the practices and traditions of its people. Ultimately, Atikum education represents more than just a formal educational setting; it serves as a space for redefining and preserving Indigenous history and memory.