Violence, struggle and resistance: historicity of rural education to indigenous school education
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Data de Publicação: | 2019 |
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Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Revista Brasileira de Educação do Campo |
Texto Completo: | https://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/6233 |
Resumo: | ABSTRACT. This article aims to identify, through the historicity of the school offered to indigenous peoples, the perspective of rural education, vehemently pursued, guided to indigenous school education and how their own ways of thinking, producing and expressing knowledge that emanate from their cultures were legitimized and valued in the school environment, in the light of a literature review and documentary analysis. The sidewalk of the educational prospects has undergone a historicity evidenced by the violence of the Eurocentric cultural imposition when envisaging that the threshold of the school supply to the indigenous peoples interweaved strategic arrangements of the European invaders to make them useful to the country; and struggle and resistance of the indigenous peoples to re-signify in the school environment the process of teaching and learning in their territories, aligning them with the traditional education of their people. The category of indigenous school was legitimized only from the recognition of social organization, customs, languages, beliefs and traditions, instituted by the Federal Constitution of 1988 and made official in 1999 through Opinion n° 14/1999 and Resolution n° 03/1999. It is important to note that the advent of indigenous school education results not from the well-being of the State to indigenous peoples, but from their struggle and resistance to numerous cultural impositions. |
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Violence, struggle and resistance: historicity of rural education to indigenous school educationViolence, struggle and resistance: historicity of rural education to indigenous school educationViolencia, lucha y resistencia: historicidad de la educación rural a la educación escolar indígenaViolence, struggle and resistance: historicity of rural education to indigenous school educationViolência, luta e resistência: historicidade da educação rural à educação escolar indígenaViolence, struggle and resistance, Indigenous school education, Rural educationABSTRACT. This article aims to identify, through the historicity of the school offered to indigenous peoples, the perspective of rural education, vehemently pursued, guided to indigenous school education and how their own ways of thinking, producing and expressing knowledge that emanate from their cultures were legitimized and valued in the school environment, in the light of a literature review and documentary analysis. The sidewalk of the educational prospects has undergone a historicity evidenced by the violence of the Eurocentric cultural imposition when envisaging that the threshold of the school supply to the indigenous peoples interweaved strategic arrangements of the European invaders to make them useful to the country; and struggle and resistance of the indigenous peoples to re-signify in the school environment the process of teaching and learning in their territories, aligning them with the traditional education of their people. The category of indigenous school was legitimized only from the recognition of social organization, customs, languages, beliefs and traditions, instituted by the Federal Constitution of 1988 and made official in 1999 through Opinion n° 14/1999 and Resolution n° 03/1999. It is important to note that the advent of indigenous school education results not from the well-being of the State to indigenous peoples, but from their struggle and resistance to numerous cultural impositions.ABSTRACT. This article aims to identify, through the historicity of the school offered to indigenous peoples, the perspective of rural education, vehemently pursued, guided to indigenous school education and how their own ways of thinking, producing and expressing knowledge that emanate from their cultures were legitimized and valued in the school environment, in the light of a literature review and documentary analysis. The sidewalk of the educational prospects has undergone a historicity evidenced by the violence of the Eurocentric cultural imposition when envisaging that the threshold of the school supply to the indigenous peoples interweaved strategic arrangements of the European invaders to make them useful to the country; and struggle and resistance of the indigenous peoples to re-signify in the school environment the process of teaching and learning in their territories, aligning them with the traditional education of their people. The category of indigenous school was legitimized only from the recognition of social organization, customs, languages, beliefs and traditions, instituted by the Federal Constitution of 1988 and made official in 1999 through Opinion n° 14/1999 and Resolution n° 03/1999. It is important to note that the advent of indigenous school education results not from the well-being of the State to indigenous peoples, but from their struggle and resistance to numerous cultural impositions.RESUMEN. Este artículo objetiva deslindar, por medio de la historicidad de la escuela ofrecida a los pueblos indígenas, como la perspectiva de la educación rural, pretendida con vehemencia, caminó hacia educación escolar indígena y como sus modos propios de pensar, producir y expresar conocimientos que emanan de sus culturas fueron siendo legitimados y valorados en el ambiente escolar, a la luz de una revisión de literatura y análisis documental. El caminar de las perspectivas educativas atravesó una historicidad evidenciada por la violencia de la imposición cultural eurocéntrica al vislumbrar que el umbral de la oferta escolar a los pueblos indígenas entremejaba arreglos estratégicos de los invasores europeos para hacerlos útiles al país; y lucha y resistencia de los pueblos indígenas para resignificar en el ambiente escolar el proceso de enseñanza y aprendizaje en sus territorios, alineándolos a la educación tradicional de su pueblo. La categoría escuela indígena fue legitimada solamente a partir del reconocimiento de la organización social, costumbres, lenguas, creencias y tradiciones, instituida por la Constitución Federal de 1988 y oficializada en 1999 por medio del Dictamen n° 14/1999 y Resolución n° 03/1999. Es importante destacar que el advenimiento de la educación escolar indígena resulta no del bien querer del Estado a los pueblos indígenas, sino de su lucha y resistencia a innumerables imposiciones culturales.ABSTRACT. This article aims to identify, through the historicity of the school offered to indigenous peoples, the perspective of rural education, vehemently pursued, guided to indigenous school education and how their own ways of thinking, producing and expressing knowledge that emanate from their cultures were legitimized and valued in the school environment, in the light of a literature review and documentary analysis. The sidewalk of the educational prospects has undergone a historicity evidenced by the violence of the Eurocentric cultural imposition when envisaging that the threshold of the school supply to the indigenous peoples interweaved strategic arrangements of the European invaders to make them useful to the country; and struggle and resistance of the indigenous peoples to re-signify in the school environment the process of teaching and learning in their territories, aligning them with the traditional education of their people. The category of indigenous school was legitimized only from the recognition of social organization, customs, languages, beliefs and traditions, instituted by the Federal Constitution of 1988 and made official in 1999 through Opinion n° 14/1999 and Resolution n° 03/1999. It is important to note that the advent of indigenous school education results not from the well-being of the State to indigenous peoples, but from their struggle and resistance to numerous cultural impositions.Este artigo objetiva deslindar, por meio da historicidade da escola ofertada aos povos indígenas, como a perspectiva da educação rural, pretendida com veemência, andarilhou para educação escolar indígena e como os seus modos próprios de pensar, produzir e expressar conhecimentos que emanam de suas culturas foram sendo legitimados e valorizados no ambiente escolar, à luz de uma revisão de literatura e análise documental. O andarilhar das perspectivas educacionais perpassou por uma historicidade evidenciada pela violência da imposição cultural eurocêntrica ao vislumbrar que o limiar da oferta escolar aos povos indígenas entremeava arranjos estratégicos dos invasores europeus para torná-los úteis ao país; e luta e resistência dos povos indígenas para ressignificar no ambiente escolar o processo de ensino e aprendizagem em seus territórios, alinhando-os à educação tradicional de seu povo. A categoria escola indígena foi legitimada somente a partir do reconhecimento da organização social, costumes, línguas, crenças e tradições, instituída pela Constituição Federal de 1988 e oficializada em 1999 por meio do Parecer n° 14/1999 e Resolução n° 03/1999. É relevante destacar que, o advento da educação escolar indígena resulta não do bem querer do Estado aos povos indígenas, mas de sua luta e resistência a inúmeras imposições culturais. Palavras-chave: Violência, Luta e Resistência, Educação Escolar Indígena, Educação Rural. Violence, struggle and resistance: historicity of rural education to indigenous school education ABSTRACT. This article aims to identify, through the historicity of the school offered to indigenous peoples, the perspective of rural education, vehemently pursued, guided to indigenous school education and how their own ways of thinking, producing and expressing knowledge that emanate from their cultures were legitimized and valued in the school environment, in the light of a literature review and documentary analysis. The sidewalk of the educational prospects has undergone a historicity evidenced by the violence of the Eurocentric cultural imposition when envisaging that the threshold of the school supply to the indigenous peoples interweaved strategic arrangements of the European invaders to make them useful to the country; and struggle and resistance of the indigenous peoples to re-signify in the school environment the process of teaching and learning in their territories, aligning them with the traditional education of their people. The category of indigenous school was legitimized only from the recognition of social organization, customs, languages, beliefs and traditions, instituted by the Federal Constitution of 1988 and made official in 1999 through Opinion n° 14/1999 and Resolution n° 03/1999. It is important to note that the advent of indigenous school education results not from the well-being of the State to indigenous peoples, but from their struggle and resistance to numerous cultural impositions. Keywords: Violence, Struggle and Resistance, Indigenous School Education, Rural Education. Violencia, lucha y resistencia: historicidad de la educación rural a la educación escolar indígena RESUMEN. Este artículo objetiva deslindar, por medio de la historicidad de la escuela ofrecida a los pueblos indígenas, como la perspectiva de la educación rural, pretendida con vehemencia, caminó hacia educación escolar indígena y como sus modos propios de pensar, producir y expresar conocimientos que emanan de sus culturas fueron siendo legitimados y valorados en el ambiente escolar, a la luz de una revisión de literatura y análisis documental. El caminar de las perspectivas educativas atravesó una historicidad evidenciada por la violencia de la imposición cultural eurocéntrica al vislumbrar que el umbral de la oferta escolar a los pueblos indígenas entremejaba arreglos estratégicos de los invasores europeos para hacerlos útiles al país; y lucha y resistencia de los pueblos indígenas para resignificar en el ambiente escolar el proceso de enseñanza y aprendizaje en sus territorios, alineándolos a la educación tradicional de su pueblo. La categoría escuela indígena fue legitimada solamente a partir del reconocimiento de la organización social, costumbres, lenguas, creencias y tradiciones, instituida por la Constitución Federal de 1988 y oficializada en 1999 por medio del Dictamen n° 14/1999 y Resolución n° 03/1999. Es importante destacar que el advenimiento de la educación escolar indígena resulta no del bien querer del Estado a los pueblos indígenas, sino de su lucha y resistencia a innumerables imposiciones culturales. Palabras clave: Violencia, Lucha y Resistencia, Educación Escolar Indígena, Educación Rural.Universidade Federal do Tocantins2019-05-28info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersion"Avaliados pelos pares'application/pdftext/htmlhttps://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/623310.20873/uft.rbec.v4e6233Brazilian Journal of Rural Education; Bd. 4 (2019): Publicação Contínua / Continuous Publication; e6233Brazilian Journal of Rural Education; Vol. 4 (2019): Publicação Contínua / Continuous Publication; e6233Revista Brasileña de Educación Rural; Vol. 4 (2019): Publicação Contínua / Continuous Publication; e6233Brazilian Journal of Rural Education; Vol. 4 (2019): Publicação Contínua / Continuous Publication; e6233Revista Brasileira de Educação do Campo; v. 4 (2019): Publicação Contínua / Continuous Publication; e62332525-4863reponame:Revista Brasileira de Educação do Campoinstname:Universidade Federal do Tocantins (UFT)instacron:UFTporhttps://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/6233/15064https://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/6233/15075Copyright (c) 2019 Revista Brasileira de Educação do Campoinfo:eu-repo/semantics/openAccessFeitosa, Leni BarbosaVizolli, Idemar2020-12-28T21:54:23Zoai:ojs.revista.uft.edu.br:article/6233Revistahttps://sistemas.uft.edu.br/periodicos/index.php/campoPUBhttps://sistemas.uft.edu.br/periodicos/index.php/campo/oaigustavo.araujo@uft.edu.br||rbec@uft.edu.br||gustavo.araujo@uft.edu.br|| rbec@uft.edu.br2525-48632525-4863opendoar:2020-12-28T21:54:23Revista Brasileira de Educação do Campo - Universidade Federal do Tocantins (UFT)false |
dc.title.none.fl_str_mv |
Violence, struggle and resistance: historicity of rural education to indigenous school education Violence, struggle and resistance: historicity of rural education to indigenous school education Violencia, lucha y resistencia: historicidad de la educación rural a la educación escolar indígena Violence, struggle and resistance: historicity of rural education to indigenous school education Violência, luta e resistência: historicidade da educação rural à educação escolar indígena |
title |
Violence, struggle and resistance: historicity of rural education to indigenous school education |
spellingShingle |
Violence, struggle and resistance: historicity of rural education to indigenous school education Feitosa, Leni Barbosa Violence, struggle and resistance, Indigenous school education, Rural education |
title_short |
Violence, struggle and resistance: historicity of rural education to indigenous school education |
title_full |
Violence, struggle and resistance: historicity of rural education to indigenous school education |
title_fullStr |
Violence, struggle and resistance: historicity of rural education to indigenous school education |
title_full_unstemmed |
Violence, struggle and resistance: historicity of rural education to indigenous school education |
title_sort |
Violence, struggle and resistance: historicity of rural education to indigenous school education |
author |
Feitosa, Leni Barbosa |
author_facet |
Feitosa, Leni Barbosa Vizolli, Idemar |
author_role |
author |
author2 |
Vizolli, Idemar |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Feitosa, Leni Barbosa Vizolli, Idemar |
dc.subject.por.fl_str_mv |
Violence, struggle and resistance, Indigenous school education, Rural education |
topic |
Violence, struggle and resistance, Indigenous school education, Rural education |
description |
ABSTRACT. This article aims to identify, through the historicity of the school offered to indigenous peoples, the perspective of rural education, vehemently pursued, guided to indigenous school education and how their own ways of thinking, producing and expressing knowledge that emanate from their cultures were legitimized and valued in the school environment, in the light of a literature review and documentary analysis. The sidewalk of the educational prospects has undergone a historicity evidenced by the violence of the Eurocentric cultural imposition when envisaging that the threshold of the school supply to the indigenous peoples interweaved strategic arrangements of the European invaders to make them useful to the country; and struggle and resistance of the indigenous peoples to re-signify in the school environment the process of teaching and learning in their territories, aligning them with the traditional education of their people. The category of indigenous school was legitimized only from the recognition of social organization, customs, languages, beliefs and traditions, instituted by the Federal Constitution of 1988 and made official in 1999 through Opinion n° 14/1999 and Resolution n° 03/1999. It is important to note that the advent of indigenous school education results not from the well-being of the State to indigenous peoples, but from their struggle and resistance to numerous cultural impositions. |
publishDate |
2019 |
dc.date.none.fl_str_mv |
2019-05-28 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion "Avaliados pelos pares' |
format |
article |
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publishedVersion |
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https://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/6233 10.20873/uft.rbec.v4e6233 |
url |
https://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/6233 |
identifier_str_mv |
10.20873/uft.rbec.v4e6233 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/6233/15064 https://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/6233/15075 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2019 Revista Brasileira de Educação do Campo info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2019 Revista Brasileira de Educação do Campo |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf text/html |
dc.publisher.none.fl_str_mv |
Universidade Federal do Tocantins |
publisher.none.fl_str_mv |
Universidade Federal do Tocantins |
dc.source.none.fl_str_mv |
Brazilian Journal of Rural Education; Bd. 4 (2019): Publicação Contínua / Continuous Publication; e6233 Brazilian Journal of Rural Education; Vol. 4 (2019): Publicação Contínua / Continuous Publication; e6233 Revista Brasileña de Educación Rural; Vol. 4 (2019): Publicação Contínua / Continuous Publication; e6233 Brazilian Journal of Rural Education; Vol. 4 (2019): Publicação Contínua / Continuous Publication; e6233 Revista Brasileira de Educação do Campo; v. 4 (2019): Publicação Contínua / Continuous Publication; e6233 2525-4863 reponame:Revista Brasileira de Educação do Campo instname:Universidade Federal do Tocantins (UFT) instacron:UFT |
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Universidade Federal do Tocantins (UFT) |
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UFT |
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UFT |
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Revista Brasileira de Educação do Campo |
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Revista Brasileira de Educação do Campo |
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Revista Brasileira de Educação do Campo - Universidade Federal do Tocantins (UFT) |
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gustavo.araujo@uft.edu.br||rbec@uft.edu.br||gustavo.araujo@uft.edu.br|| rbec@uft.edu.br |
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