「教育」是型塑人格走向的關鍵，然而長久以來備受忽視的原住民族文化，隨著國家教育制度的實施，也逐漸消失在臺灣社會中。隨著多元文化思潮的興起，現今原住民族教育的推動不同於傳統的同化政策，改以「尊重原住民主體性」為發展核心。有問題的是，義務教育作為所有學齡國民必經過程，其制度設計是否能夠合乎原住民學生的教育需求，這取決於該制度是否充分整合原住民族教育法的規範意旨。事實上，雖有原住民族教育法，但國家在規劃義務教育時，往往忽視其作為特殊教育法規的地位，進而限制了原住民學生追求其自我實現的最大可能。因此，我們應重新省思義務教育中推動原住民族教育的目的。對此，鑒於憲法的整合作用，本文嘗試從民主國、法治國、社會國及多元文化國原則出發，以探求義務教育中實施原住民族教育的憲法價值。最後，從教育基本權出發，藉其保護法益的輪廓：主觀權利功能及客觀法功能，具體化義務教育中原住民族教育的應然要求，以擘劃義務教育中原住民族教育的圖像。

＂Education＂ is an effective device to cultivate the personal characteristics. The long ignored culture of indigenous peoples is gradually vanishing in Taiwanese society as the implementation of the educational system. However, in the wake of the trend of cultural diversification, the implementation of the education of indigenouspeoples is no longer with a view to harmonization yet centering upon ＂respecting the subjectivity of indigenous peoples＂ as the core of development. The issues rests on whether the systematic design of the compulsory education which is the necessary stage for all school children is consistent with educational need of the students of indigenous peoples and whether it fully integrates the statutory intents of the Education Act for Indigenous Peoples. In fact, in spite of the enactment of the Education Act for Indigenous Peoples, the state often ignores its statutory intents as a special educational law and hence limits the biggest possibility of pursuing self-fulfillment of students of indigenous peoples, while planning the compulsory education. Accordingly, we shall rethink the promotion of the education of indigenous peoples in the stage of compulsory education. From this perspective, in light of the integration function of the Constitution, this Article attempts to begin with the principles of a democratic state, a rule of law state, a social state and a cultural state in order to pinpoint the constitutional value of implementing education of indigenous peoples in the compulsory education stage. Finally, this Article attempts to start with the fundamental right to education realize the necessary demands of the education of indigenous peoples via delineating the contours of protected interests, which are the functions of subjective rights and objective laws, in order to sketch the graphic images of the education of indigenous peoples in the compulsory education stage.