Navegando por Assunto "Indigenous school education"

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Acesso aberto (Open Access)
Educação escolar indígena no Oiapoque/AP: práticas pedagógicas em escola do povo Karipuna
(Universidade Federal do Pará, 2025-02-24) SANTOS, Karina dos; SANTOS , Júlia Otero dos; http://lattes.cnpq.br/8964630349505642
This study presents an approach to the policies and practices of school education among the Karipuna people in the Indigenous territories located in the municipality of Oiapoque-AP. The emphasis is on highlighting the role of the Karipuna Indigenous people in organizing educational policies and projects from the school as a tool of domination and assimilation to the school as a space for cultural empowerment and an integral part of the community’s educational system and life plan both within and beyond the territory. It includes a brief overview of the historical introduction of school education among the Karipuna, their collective struggles and advocacy for new meanings and transformations in schooling to better serve the people’s lives, with focus on major demands, challenges, and contradictions in implementing what is guaranteed by specific Indigenous education legislation. Initially a colonial tool for erasing ancestral cultures, the school has now also become a space for affirming and valuing the people's cultural and linguistic diversity. One of the objectives was to examine the policies, actions, and schooling models currently being practiced in Indigenous schools. The study explored some pedagogical practices by Karipuna teachers, observing how Indigenous knowledge and practices engage in dialogue with formal education, as well as how differentiated and intercultural processes contribute to building school curricula grounded in the community’s reality, experiences, and way of life.
Acesso aberto (Open Access)
Etnogêneses e cidadanização no Brasil: movimentos indígenas e educação para a cidadania no tempo presente (1964-2021)
(Universidade Federal do Pará, 2022-11-28) FERNANDES, Fernando Roque; COELHO, Mauro Cezar; http://lattes.cnpq.br/7187368960757936
Indigenous peoples were not passive recipients of indigenous policies created by the Brazilian State in the second half of the 20th century. On the contrary, they were the protagonists of the struggle for equal rights, even when the context of political and social crisis that characterized the Civil-Military Regime, between the years 1964-1985, advanced on the future of the indigenous question through attempts at compulsory emancipation that put jeopardize the survival of different peoples. The objective of this thesis is to present an analysis that helps in the understanding of the strategies that dimensioned the articulations of subjects and ethnic groups in defense of their specificities and differences, contributing to the occurrence of political and social emergencies characterized by the phenomena of ethnogenesis, which inform aspects of indigenous citizenship under the terms established by the Brazilian Constitution of 1988. It is also to verify how contemporary indigenous movements, through their agencies, based on exemplary initiatives, have appropriated civil representation associations and school education as instruments at the service of training for the exercise of full citizenship in the context of the struggle, still ongoing at the present time, for the guarantee and achievement of rights that consider the socio-historical specificities that inform multiculturalism in Brazil.