Honoring Indigenous history
Syeda Begum
On Tuesday, May 27, we attended a powerful session on the Indigenous history of Brazil by Rafael Werá Mirim Hernandez. He is an undergraduate in Language, Literature and Linguistics at the Faculty of Philosophy, Languages and Literature, and Human Sciences (FFLCH) of the University of São Paulo (USP). It opened our eyes to the richness of Indigenous cultures, their struggles throughout history, and the ongoing fight for rights and recognition today. Brazil is home to over 305 Indigenous ethnic groups and 214 different languages, most of which are concentrated in the northern region of the country. Each of these communities holds unique knowledge systems, cultural practices, and ways of life that are vital to the nation's identity.
We learned that Indigenous education in Brazil is twofold. There is formal education, which takes place in schools through structured lessons, and there is cultural education, passed on through community practices, storytelling, nature, and lived experience. In cities like São Paulo, the government offers many spots for elementary and middle school education, but far fewer for high school, causing many Indigenous students to drop out after grade 9. Despite these barriers, there has been encouraging progress: between 2011 and 2021, Indigenous enrollment in higher education increased by 374%, largely due to government support programs.
One thing that stood out to me was how bilingual education is essential for preserving Indigenous identity. Language connects people to their roots, and when schools teach in both Portuguese and Indigenous languages, they help protect this cultural inheritance. We also learned that learning in Indigenous communities goes beyond the classroom; it includes environmental practices, walking through forests, dancing in ceremonial spaces, and respecting seasonal rhythms.
The presentation discussed the painful history of colonization. Portuguese colonizers imposed forced assimilation and violence, outlawing Indigenous languages, forbidding marriages within cultural groups, and even cutting out the tongues of those who spoke their native language. There were brutal massacres, such as the one at the Seven Missions, and for years, Indigenous remains were displayed in museums like artifacts rather than honoring them as human beings with living cultures. These injustices were driven by three colonial traditions: the missionary tradition, which aimed to convert Indigenous people to Christianity; the sertanista tradition, which involved conquering interior lands; and the mercantile tradition, which focused on exploiting natural resources.
Even under Brazil’s 1964–1985 military dictatorship, Indigenous communities resisted, demanding justice. Their perseverance led to a major victory in 1988, when Brazil’s new constitution officially recognized Indigenous rights to land, language, and culture. Key legal milestones followed: Law 9.394 in 1996 laid out national education guidelines, Law 10.639 in 2003 mandated the teaching of African history and culture in schools, and Law 11.645 in 2008 expanded that requirement to include Indigenous history and culture as well.
This session was deeply moving. It reminded me that Indigenous history is not just something to study, it’s something to honor, protect, and carry forward. Indigenous people in Brazil continue to fight for their future with strength and dignity. As future educators and global citizens, we have a responsibility to listen, learn, and amplify their stories. What I learned today is not something I’ll forget.
