Navegando por Assunto "Ethnodevelopment"

Agora exibindo 1 - 3 de 3

Acesso aberto (Open Access)
O Curso de Etnodesenvolvimento e a formação diferenciada e intercultural: contribuições no contexto educacional, sociopolítico e cultural da Amazônia
(Universidade Federal do Paraná, 2021) PARENTE, Francilene de Aguiar; MILÉO, Irlanda do Socorro de Oliveira
This article analyzes how the Ethnodevelopment course offered by the Universidade Federal do Pará [Federal University of Pará]/Altamira University Campus has contributed to the academic, political and professional training of students belonging to indigenous peoples and traditional communities in the context of the Amazon. It provides a descriptive-analytical approach to their experiences, starting with the process of the creation and organization of the course, based on affirmative public policies undertaken in Brazil, as well the course methodology and the challenges faced for the course to be implemented in the light of institutional issues. The reflections put forward show that the Ethnodevelopment course has contributed to expanding possibilities of action and political negotiation by these social agents based on their spaces of collective belonging, as well contributing to differentiated training that enables and instrumentalizes their inclusion as professionals in the field of education in the different territories of the Amazon region.
Acesso aberto (Open Access)
Educação superior em etnodesenvolvimento, movimenos indígenas e agência da diferença étnica em Altamira/PA
(Universidade Federal de Sergipe, 2014-12) PARENTE, Francilene de Aguiar
This article discusses the experience of indigenous of Xypaia and Kuruaya ethnicities of the Xingu region to undergraduate degree in Ethnodevelopment of the Federal University of Pará (UFPA) and allows theoretical tools for identity reassurance in a context considered adverse and homogenizing, valuing relations with local indigenous movements. From written accounts and testimonies, it’s seen the growth of the indigenous community access to affirmative policies, noting a higher number of women belonging to the two already mentioned indigenous ethnic groups, what demonstrates a permission of the reintegration of younger members in organized indigenous movements and the stimulation of these to fight for the prestige of their identity, by the agency of their culture and for recognition of their ethnicity.
Acesso aberto (Open Access)
Pedagogia da alternância e(m) etnodesenvolvimento: realidade e desafios
(Universidade Federal do Rio Grande do Sul, 2017-12) OLIVEIRA, Assis da Costa; PARENTE, Francilene de Aguiar; DOMINGUES, William César Lopes
This article analyzes the implementation process of Pedagogy of Alternation in the degree course of Ethnodevelopment, hosted by the Federal University of Pará, Altamira campus, Brazil. Initially, it reflects on theoretical framework that ground the alternation in the perspective of ethnodevelopment and interculturality. Subsequently, it analyzes the educational gains from the adoption of the methodology, particularly in the scope of the relation between theory and practice, traditional knowledge with scientific knowledge, as well as the problems and challenges that its adoption generates in the management scope and in the teaching practice.