Upon the criticism over linguistic policies based on metadiscursive regimes of languages invented for their school transmission and upon the theoretical and methodological background of Critical Discourse Analysis, this paper aims at pointing out discursive obstacles to the differentiation of the Indigenous School Education and to the school appreciation of indigenous languages in Brazil. Through the analysis of a corpus composed by excerpts of the Brazilian Federal Constitution of 1988 and the Law of National Education of 1996, and by the report "For a differentiated school", by the TV program Globo Educação, the analysis points out two discursive obstacles: themonologization of cultural signs and objects, such aseducation, school or language, and the asymmetric allocation of agency to the actors represented in the official and media discourses on indigenous schooling.
indigenous school education; indigenous languages; critical discourse analysis; language teaching-learning; language policy
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