Please use this identifier to cite or link to this item: http://10.7.2.42:8080/jspui/handle/2011/6652
Title: Desafios do currículo multicultural na educação superior para indígenas
Other Titles: Challenges of multicultural curriculum in higher education for indigenous people
Keywords: Educação superior
Educação indígena
Currículo multicultural
Índios da América do Sul
Pará - Estado
Amazônia brasileira
Issue Date: Mar-2013
Citation: DAVID, Moisés; MELO, Maria Lúcia; MALHEIRO, João Manoel da Silva. Desafios do currículo multicultural na educação superior para indígenas. Educação e Pesquisa, São Paulo, v. 39, n. 1, p. 111-125, jan./mar. 2013. Disponível em: <http://repositorio.ufpa.br/jspui/handle/2011/6652>. Acesso em:.
Abstract: This article assesses how the Brazilian university is facing curriculum challenges to meet the demands of indigenous students in the face of the recently institutionalized access of indigenous peoples to higher education. It presents the trajectory of indigenous school education up to university in the early 2000s, after the changes promoted by the Federal Constitution of 1988, which recognized the indigenous' right to alterity. The central question raised is: is the higher education curriculum in line with the multicultural perspective? The article shows a portrait of the Brazilian situation, based on documentary research done in governmental and nongovernmental sites, and news portals. With theoretical discussions about what the multicultural curriculum is, the paper stresses that, due to the problems reported, the practice of affirmative actions to promote indigenous access to higher education has been limited to remedial multiculturalism. The paper also brings the results of a survey with indigenous students in one of the most popular courses at the Federal University of Pará, which has revealed contradictions and resignation: interviewees indicate that there is curricular ethnocentrism, but they say the training is satisfactory for the exercise of their professions. We discuss the phenomenon in light of the similarity with North American curricular multiculturalism. Results indicate that equal access to education is not achieved simply by equal access to a hegemonic curriculum. We suggest thinking curricula that consider the multiple identities and differences in our society, as well as how they are constantly produced and reproduced through power relations.
URI: http://repositorio.ufpa.br/jspui/handle/2011/6652
ISSN: 1517-9702
Appears in Collections:Artigos Científicos - FAPED/CCAST

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