Choice of knowledge in indigenous schools: two Guarani cases (São Paulo, Brazil)

Detalhes bibliográficos
Autor(a) principal: Ghanem, Elie
Data de Publicação: 2022
Outros Autores: Silva, Fabio de Oliveira Nogueira da, Pellegrini, Diana de Paula
Tipo de documento: Artigo
Idioma: por
eng
Título da fonte: Cadernos de Pesquisa (Fundação Carlos Chagas. Online)
Texto Completo: https://publicacoes.fcc.org.br/cp/article/view/8644
Resumo: What social processes determine the choice of knowledge that circulates in indigenous schools? This question may shed light on the modalities of power that contribute to forging collective meanings of education in local communities. The article presents research aimed to answer this question. We made direct observation of two schools in Guarani territories in SP and conducted interviews and informal conversations with their teachers and leaders. The results describe the influence of governmental conduct, teaching conceptions, and community preferences on the conformation of school work. The performance of indigenous teachers stands out, who produce circumscribed practices of autonomy that, in the small-scale perspective of the logic of educational innovation, overcome the colonialist norm that historically shaped schools for indigenous people.
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spelling Choice of knowledge in indigenous schools: two Guarani cases (São Paulo, Brazil)Elección de saberes para enseñar en la escuela indígena: dos casos guaraníes en el estado de São Paulo, Brasil Choix des savoirs à enseigner dans les écoles indigènes: deux cas guarani dans l’état de São Paulo, BrésilEscolha de saberes a ensinar na escola indígena: dois casos guarani em São PauloEscola IndígenaGuaraniInovaçãoCurrículoIndigenous SchoolGuaraniInnovationCurriculumÉcoles IndigènesGuaraniInnovationCurriculumEscuela IndígenaGuaraníInnovaciónCurriculumWhat social processes determine the choice of knowledge that circulates in indigenous schools? This question may shed light on the modalities of power that contribute to forging collective meanings of education in local communities. The article presents research aimed to answer this question. We made direct observation of two schools in Guarani territories in SP and conducted interviews and informal conversations with their teachers and leaders. The results describe the influence of governmental conduct, teaching conceptions, and community preferences on the conformation of school work. The performance of indigenous teachers stands out, who produce circumscribed practices of autonomy that, in the small-scale perspective of the logic of educational innovation, overcome the colonialist norm that historically shaped schools for indigenous people.¿Cómo son elegidos los saberes que circulan en las escuelas indígenas? Esta pregunta sirve para iluminar las formas de poder local y extralocal que definen los sentidos colectivos para la educación en comunidades locales. La investigación presentada en este artículo enfrenta este problema. Hicimos observación directa de dos escuelas en aldeas guaraníes de São Paulo y realizamos entrevistas y conversaciones informales con sus profesionales y líderes. Los resultados son descripciones de la influencia de las conductas gubernamentales, las concepciones docentes y las preferencias comunitarias en la conformación del trabajo escolar, en las que destaca la acción de los docentes indígenas: ellos crean puntualmente prácticas de autonomía que, en la pequeña escala propia de la lógica de la innovación educativa, superan un molde colonialista.Comment choisit-on les savoirs qui seront enseignés aux écoles indigènes? Cette question peut éclairer les formes de pouvoir local et extralocal qui définissent les sens collectifs de l’éducation dans des communautés locales. Les recherches présentées dans cet article affrontent ce problème. Deux écoles des collectivités guarani de l’état de São Paulo ont été étudiées par moyen d’observations directes, d’entrevues et de conversations informelles avec leurs professionnels et dirigeants. Les résultats décrivent l’influence des comportements gouvernementaux, des conceptions des enseignants et des préférences de la communauté sur la configuration du travail scolaire, mettant en évidence l’action des enseignants indigènes : ceux-ci façonnent ponctuellement des pratiques d’autonomie qui, dans la petite échelle qui est propre de la logique de l’innovation éducationnelle, surmontent le modèle colonialiste.Como se escolhem os saberes que circulam nas escolas indígenas? Essa pergunta serve a iluminar as formas de poder local e extralocal que definem os sentidos coletivos da educação em comunidades locais. A pesquisa apresentada neste artigo enfrenta esse problema. Fizemos observação direta de duas escolas em aldeias guarani de São Paulo e realizamos entrevistas e conversas informais com seus profissionais e lideranças. Os resultados são descrições da influência de condutas governamentais, concepções docentes e preferências comunitárias sobre a conformação do trabalho escolar, em que se destaca a atuação dos professores indígenas: estes pontualmente configuram práticas de autonomia que, na perspectiva de pequena escala da lógica de inovação educacional, superam um molde colonialista.Fundação Carlos Chagas2022-09-27info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfapplication/pdfhttps://publicacoes.fcc.org.br/cp/article/view/8644Cadernos de Pesquisa; Vol. 52 (2022); e08644Cadernos de Pesquisa; Vol. 52 (2022); e08644Cadernos de Pesquisa; Vol. 52 (2022); e08644Cadernos de Pesquisa; v. 52 (2022); e086441980-53140100-1574reponame:Cadernos de Pesquisa (Fundação Carlos Chagas. Online)instname:Fundação Carlos Chagas (FCC)instacron:FCCporenghttps://publicacoes.fcc.org.br/cp/article/view/8644/4499https://publicacoes.fcc.org.br/cp/article/view/8644/4500Copyright (c) 2022 Cadernos de Pesquisahttps://creativecommons.org/licenses/by-nc/4.0info:eu-repo/semantics/openAccessGhanem, ElieSilva, Fabio de Oliveira Nogueira daPellegrini, Diana de Paula 2023-12-08T14:54:38Zoai:ojs.publicacoes.fcc.org.br:article/8644Revistahttp://publicacoes.fcc.org.br/ojs/index.php/cp/indexhttps://old.scielo.br/oai/scielo-oai.phpcadpesq@fcc.org.br||cadpesq@fcc.org.br1980-53140100-1574opendoar:2023-12-08T14:54:38Cadernos de Pesquisa (Fundação Carlos Chagas. Online) - Fundação Carlos Chagas (FCC)false
dc.title.none.fl_str_mv Choice of knowledge in indigenous schools: two Guarani cases (São Paulo, Brazil)
Elección de saberes para enseñar en la escuela indígena: dos casos guaraníes en el estado de São Paulo, Brasil
Choix des savoirs à enseigner dans les écoles indigènes: deux cas guarani dans l’état de São Paulo, Brésil
Escolha de saberes a ensinar na escola indígena: dois casos guarani em São Paulo
title Choice of knowledge in indigenous schools: two Guarani cases (São Paulo, Brazil)
spellingShingle Choice of knowledge in indigenous schools: two Guarani cases (São Paulo, Brazil)
Ghanem, Elie
Escola Indígena
Guarani
Inovação
Currículo
Indigenous School
Guarani
Innovation
Curriculum
Écoles Indigènes
Guarani
Innovation
Curriculum
Escuela Indígena
Guaraní
Innovación
Curriculum
title_short Choice of knowledge in indigenous schools: two Guarani cases (São Paulo, Brazil)
title_full Choice of knowledge in indigenous schools: two Guarani cases (São Paulo, Brazil)
title_fullStr Choice of knowledge in indigenous schools: two Guarani cases (São Paulo, Brazil)
title_full_unstemmed Choice of knowledge in indigenous schools: two Guarani cases (São Paulo, Brazil)
title_sort Choice of knowledge in indigenous schools: two Guarani cases (São Paulo, Brazil)
author Ghanem, Elie
author_facet Ghanem, Elie
Silva, Fabio de Oliveira Nogueira da
Pellegrini, Diana de Paula
author_role author
author2 Silva, Fabio de Oliveira Nogueira da
Pellegrini, Diana de Paula
author2_role author
author
dc.contributor.author.fl_str_mv Ghanem, Elie
Silva, Fabio de Oliveira Nogueira da
Pellegrini, Diana de Paula
dc.subject.por.fl_str_mv Escola Indígena
Guarani
Inovação
Currículo
Indigenous School
Guarani
Innovation
Curriculum
Écoles Indigènes
Guarani
Innovation
Curriculum
Escuela Indígena
Guaraní
Innovación
Curriculum
topic Escola Indígena
Guarani
Inovação
Currículo
Indigenous School
Guarani
Innovation
Curriculum
Écoles Indigènes
Guarani
Innovation
Curriculum
Escuela Indígena
Guaraní
Innovación
Curriculum
description What social processes determine the choice of knowledge that circulates in indigenous schools? This question may shed light on the modalities of power that contribute to forging collective meanings of education in local communities. The article presents research aimed to answer this question. We made direct observation of two schools in Guarani territories in SP and conducted interviews and informal conversations with their teachers and leaders. The results describe the influence of governmental conduct, teaching conceptions, and community preferences on the conformation of school work. The performance of indigenous teachers stands out, who produce circumscribed practices of autonomy that, in the small-scale perspective of the logic of educational innovation, overcome the colonialist norm that historically shaped schools for indigenous people.
publishDate 2022
dc.date.none.fl_str_mv 2022-09-27
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://publicacoes.fcc.org.br/cp/article/view/8644
url https://publicacoes.fcc.org.br/cp/article/view/8644
dc.language.iso.fl_str_mv por
eng
language por
eng
dc.relation.none.fl_str_mv https://publicacoes.fcc.org.br/cp/article/view/8644/4499
https://publicacoes.fcc.org.br/cp/article/view/8644/4500
dc.rights.driver.fl_str_mv Copyright (c) 2022 Cadernos de Pesquisa
https://creativecommons.org/licenses/by-nc/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2022 Cadernos de Pesquisa
https://creativecommons.org/licenses/by-nc/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
application/pdf
dc.publisher.none.fl_str_mv Fundação Carlos Chagas
publisher.none.fl_str_mv Fundação Carlos Chagas
dc.source.none.fl_str_mv Cadernos de Pesquisa; Vol. 52 (2022); e08644
Cadernos de Pesquisa; Vol. 52 (2022); e08644
Cadernos de Pesquisa; Vol. 52 (2022); e08644
Cadernos de Pesquisa; v. 52 (2022); e08644
1980-5314
0100-1574
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