O século XXI anuncia a continuidade do brutal ataque às diversidades sociolinguísticas e cosmológicas dos povos originários. Ao mesmo tempo que o Estado discursa sobre direitos democráticos e igualdade a política. O presente texto traz para o debate essa situação, fazendo aparecer os diversos grupos sociais e seus projetos políticos conflitantes na relação do Estado com os povos indígenas. O pertencimento identitário ou a sua negação se revelará intimamente atrelado aos temas educação, território, escola e a outros elementos que compõem as realidades desses povos e que se tornam espaços de disputas históricas. Do ponto de vista metodológico, o presente estudo é parte das minhas pesquisas de doutoramento, atualizada em vivências nas aldeias, da participação no movimento indígena no Brasil e no diálogo com outras pesquisas. É um estudo focado na temática educação indígena. A pesquisa foi realizada a partir de entrevistas e pesquisas de campo na aldeia Espírito Santo, do povo Karipuna do estado do Amapá, terra situada na fronteira do Brasil com a Guiana Francesa. As entrevistas e pesquisas de campo dialogam com documentos oficiais e com a bibliografia sobre o tema. Podemos afirmar que a educação indígena (comunitária) têm conseguido manter as formas de organização sociopolítica desses povos, não sem dificuldades e perdas irreparáveis. Os povos indígenas, através de suas ações pedagógicas próprias, têm conseguido manter suas línguas, cosmologias, territórios memórias históricas e saberes, atualizando-as no tempo presente.The 21st century heralds the continuation of the brutal attack on the sociolinguistic and cosmological diversities of native peoples. At the same time, the State talks about democratic rights and equality and politics. The present text brings this situation to the debate, making the various social groups and their conflicting political projects appear in the State’s relationship with indigenous peoples. The identity belonging or its denial will reveal to be intimately linked to the themes of education, territory, school and other elements that make up the realities of these peoples and that become spaces of historical disputes. From a methodological point of view, the present study is part of my doctoral research, updated on experiences in the villages, on participation in the indigenous movement in Brazil and on dialogue with other research. It is a study focused on indigenous education. The research was carried out from interviews and field research in the Espírito Santo village, of the Karipuna people of the state of Amapá, a land located on the border between Brazil and French Guiana. The interviews and field research dialogue with official documents and the bibliography on the subject. We can say that indigenous (community) education has managed to maintain the forms of sociopolitical organization of these peoples, not without difficulties and irreparable losses. Indigenous peoples, through their own pedagogical actions, have managed to maintain their languages, cosmologies, territories, historical memories and knowledge, updating them in the present time.The 21st century heralds the continuation of the brutal attack on the sociolinguistic and cosmological diversities of native peoples. At the same time, the State talks about democratic rights and equality and politics. The present text brings this situation to the debate, making the various social groups and their conflicting political projects appear in the State’s relationship with indigenous peoples. The identity belonging or its denial will reveal to be intimately linked to the themes of education, territory, school and other elements that make up the realities of these peoples and that become spaces of historical disputes. From a methodological point of view, the present study is part of my doctoral research, updated on experiences in the villages, on participation in the indigenous movement in Brazil and on dialogue with other research. It is a study focused on indigenous education. The research was carried out from interviews and field research in the Espírito Santo village, of the Karipuna people of the state of Amapá, a land located on the border between Brazil and French Guiana. The interviews and field research dialogue with official documents and the bibliography on the subject. We can say that indigenous (community) education has managed to maintain the forms of sociopolitical organization of these peoples, not without difficulties and irreparable losses. Indigenous peoples, through their own pedagogical actions, have managed to maintain their languages, cosmologies, territories, historical memories and knowledge, updating them in the present time The 21st century heralds the continuation of the brutal attack on the sociolinguistic and cosmological diversities of native peoples. At the same time, the State talks about democratic rights and equality and politics. The present text brings this situation to the debate, making the various social groups and their conflicting political projects appear in the State’s relationship with indigenous peoples. The identity belonging or its denial will reveal to be intimately linked to the themes of education, territory, school and other elements that make up the realities of these peoples and that become spaces of historical disputes. From a methodological point of view, the present study is part of my doctoral research, updated on experiences in the villages, on participation in the indigenous movement in Brazil and on dialogue with other research. It is a study focused on indigenous education. The research was carried out from interviews and field research in the Espírito Santo village, of the Karipuna people of the state of Amapá, a land located on the border between Brazil and French Guiana. The interviews and field research dialogue with official documents and the bibliography on the subject. We can say that indigenous (community) education has managed to maintain the forms of sociopolitical organization of these peoples, not without difficulties and irreparable losses. Indigenous peoples, through their own pedagogical actions, have managed to maintain their languages, cosmologies, territories, historical memories and knowledge, updating them in the present time.