The integration of indigenous knowledge in school: a systematic review
Autor(a) principal: | |
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Data de Publicação: | 2023 |
Outros Autores: | , |
Tipo de documento: | Artigo |
Idioma: | eng |
Título da fonte: | Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
Texto Completo: | https://hdl.handle.net/10216/149116 |
Resumo: | Indigenous knowledge is generally recognised as an inferior social experience in spaces of knowledge production. The educational issue that results from this process imposes barriers to the integration of these epistemologies in the school environment. This study presents a systematic review about the integration of indigenous knowledge in primary schools in developing and/or emerging countries and the results of these interventions. Through a search carried out in the electronic database b-on, from the Faculty of Psychology and Education Sciences of the University of Porto in Portugal, 14 studies were selected. This review identified factors that influence the representation of the indigenous culture in the school environment, allowing the construction of a framework in which indigenous knowledge is often neglected in the formal education system with obstacles to its introduction into the school environment. It also revealed that the understanding of the local context is essential in proposing interventions to open a possible intercultural dialogue. (c) 2023 British Association for International and Comparative Education. |
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The integration of indigenous knowledge in school: a systematic reviewIndigenous knowledge is generally recognised as an inferior social experience in spaces of knowledge production. The educational issue that results from this process imposes barriers to the integration of these epistemologies in the school environment. This study presents a systematic review about the integration of indigenous knowledge in primary schools in developing and/or emerging countries and the results of these interventions. Through a search carried out in the electronic database b-on, from the Faculty of Psychology and Education Sciences of the University of Porto in Portugal, 14 studies were selected. This review identified factors that influence the representation of the indigenous culture in the school environment, allowing the construction of a framework in which indigenous knowledge is often neglected in the formal education system with obstacles to its introduction into the school environment. It also revealed that the understanding of the local context is essential in proposing interventions to open a possible intercultural dialogue. (c) 2023 British Association for International and Comparative Education.20232023-01-01T00:00:00Zinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articleapplication/pdfhttps://hdl.handle.net/10216/149116eng1469-362310.1080/03057925.2023.2184200Cláudio da SilvaFátima PereiraJosé Pedro Amoriminfo:eu-repo/semantics/openAccessreponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAP2023-11-29T15:17:26Zoai:repositorio-aberto.up.pt:10216/149116Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-20T00:19:51.022558Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãofalse |
dc.title.none.fl_str_mv |
The integration of indigenous knowledge in school: a systematic review |
title |
The integration of indigenous knowledge in school: a systematic review |
spellingShingle |
The integration of indigenous knowledge in school: a systematic review Cláudio da Silva |
title_short |
The integration of indigenous knowledge in school: a systematic review |
title_full |
The integration of indigenous knowledge in school: a systematic review |
title_fullStr |
The integration of indigenous knowledge in school: a systematic review |
title_full_unstemmed |
The integration of indigenous knowledge in school: a systematic review |
title_sort |
The integration of indigenous knowledge in school: a systematic review |
author |
Cláudio da Silva |
author_facet |
Cláudio da Silva Fátima Pereira José Pedro Amorim |
author_role |
author |
author2 |
Fátima Pereira José Pedro Amorim |
author2_role |
author author |
dc.contributor.author.fl_str_mv |
Cláudio da Silva Fátima Pereira José Pedro Amorim |
description |
Indigenous knowledge is generally recognised as an inferior social experience in spaces of knowledge production. The educational issue that results from this process imposes barriers to the integration of these epistemologies in the school environment. This study presents a systematic review about the integration of indigenous knowledge in primary schools in developing and/or emerging countries and the results of these interventions. Through a search carried out in the electronic database b-on, from the Faculty of Psychology and Education Sciences of the University of Porto in Portugal, 14 studies were selected. This review identified factors that influence the representation of the indigenous culture in the school environment, allowing the construction of a framework in which indigenous knowledge is often neglected in the formal education system with obstacles to its introduction into the school environment. It also revealed that the understanding of the local context is essential in proposing interventions to open a possible intercultural dialogue. (c) 2023 British Association for International and Comparative Education. |
publishDate |
2023 |
dc.date.none.fl_str_mv |
2023 2023-01-01T00:00:00Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://hdl.handle.net/10216/149116 |
url |
https://hdl.handle.net/10216/149116 |
dc.language.iso.fl_str_mv |
eng |
language |
eng |
dc.relation.none.fl_str_mv |
1469-3623 10.1080/03057925.2023.2184200 |
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info:eu-repo/semantics/openAccess |
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openAccess |
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application/pdf |
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reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação instacron:RCAAP |
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Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
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RCAAP |
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RCAAP |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
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