Navegando por Assunto "Schooling"

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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)
Pessoa com deficiência e sua inclusão na instrução escolar
(Centro Universitário UNIFAFIBE, 2020-04) RODRIGUES, Denis Leite
This article aims to analyze school inclusion as a recognized prerogative for people with disabilities in general, and those with autistic spectrum disorder - ASD in particular. To this end, there are initially considerations concerning the principle of the dignity of the human being, an institute that is expressly provided for in the Brazilian Constitution (article 1, caput and item III), as one of the foundations of the Federative Republic of Brazil, and thus it ends up basing the whole homeland legal order. In the following, it will focus on the international and Brazilian legislation related to this theme, culminating with the advent of the Brazilian Inclusion Law (or Statute of the Disabled People), which will try to identify the gradual evolution of the concept of school inclusion and the extent to which the issue of international norms was decisive for the emergence of relevant Brazilian law. The research for the writing of this article was conducted through consultation with legislative and doctrinal sources, and, whenever appropriate, reference to jurisprudential considerations, as a way of reinforcing legal and doctrinal arguments. It may be concluded at the end of the foregoing considerations that, despite the generally unfortunate slowness difficulty of fully implementing the normative commandments concerning this range of prerogatives concerning persons with disabilities, there is a remarkable normative evolution, linked to this rights area.