O SUJEITO INDÍGENA E A EDUCAÇÃO ESCOLAR INDÍGENA NO DISCURSO OFICIAL

UMA ANÁLISE CRÍTICA DO JORNAL NOVO AMAPÁ (1970-1974)

Abstract

This article examines the representation of indigenous subjects and indigenous school education in the official newspaper Novo Amapá, a periodical of the Federal Territory of Amapá, between 1970 and 1974. The research articulates Critical Discourse Analysis (CDA), as proposed by Norman Fairclough, with the historiography of education in the Amazon region, investigating how the official discourse constructed representations about indigenous peoples and their relationship with schooling. The analysis of the corpus, comprising 184 issues available in the digital archive of the Official Press of the State of Amapá, revealed a significant discursive evolution: from editorial invisibility (1970–1971), through the entry of FUNAI (National Indian Foundation) into the news coverage (1972), to controlled visibility (1973–1974), when explicit references emerged to MOBRAL as an instrument for indigenous literacy and to the restructuring project of bilingual schools in the Uaçá indigenous reserve. The findings indicate that the integrationist paradigm pervasively permeated the official discourse, conceiving indigenous education as an instrument of cultural assimilation and national sovereignty, particularly in the border region of Oiapoque with French Guiana, which emerged as a determining strategic factor in the formulation of educational policies represented in the periodical.