Indigenous culture approaches in the Brazilian Basic Education: reflections for an intercultural teaching

Detalhes bibliográficos
Autor(a) principal: Flores, Cristine Gabriela de Campos
Data de Publicação: 2022
Outros Autores: Gomes, Luana Barth, Casagrande, Cledes Antonio
Tipo de documento: Artigo
Idioma: por
Título da fonte: Práxis Educativa (Online)
Texto Completo: https://revistas.uepg.br/index.php/praxiseducativa/article/view/19332
Resumo: This article has as its goal to reflect on how educational practices and courseware present on Brazilian Basic Education traditionally thematize the indigenous cultures and to point out alternatives for the construction of an intercultural education that promotes the recognition and the dialogue with these people. For that, the hermeneutics as methodological approach is used. The discussion is founded on theorists of the decolonial thinking, as well as publications of indigenous authors. The article highlights the importance of a critical reflection about historical narratives and the conceptions of knowledge and ways of being and living. Finally, some of the errors commonly found in the approach of indigenous culture on schools are pointed out and alternatives for the development of intercultural pedagogical proposals are presented. Keywords: Intercultural education. Interculturality. Indigenous thematic.
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spelling Indigenous culture approaches in the Brazilian Basic Education: reflections for an intercultural teachingEnfoques de las culturas indígenas en la Educación Básica brasileña: reflexiones para una enseñanza interculturalAbordagens das culturas indígenas na Educação Básica brasileira: reflexões para um ensino interculturalThis article has as its goal to reflect on how educational practices and courseware present on Brazilian Basic Education traditionally thematize the indigenous cultures and to point out alternatives for the construction of an intercultural education that promotes the recognition and the dialogue with these people. For that, the hermeneutics as methodological approach is used. The discussion is founded on theorists of the decolonial thinking, as well as publications of indigenous authors. The article highlights the importance of a critical reflection about historical narratives and the conceptions of knowledge and ways of being and living. Finally, some of the errors commonly found in the approach of indigenous culture on schools are pointed out and alternatives for the development of intercultural pedagogical proposals are presented. Keywords: Intercultural education. Interculturality. Indigenous thematic.Este artículo tiene como objetivo reflexionar sobre cómo las prácticas educativas y los materiales didácticos presentes en la Educación Básica brasileña tematizan, tradicionalmente, las culturas indígenas y señalar alternativas para la construcción de una educación intercultural que promueva el reconocimiento y el diálogo con estos pueblos. Para eso, se utiliza la hermenéutica como enfoque metodológico. La discusión está fundamentada en teóricos del pensamiento decolonial, así como en publicaciones de escritores indígenas. El artículo destaca la importancia de la reflexión crítica sobre las narrativas históricas y sobre las concepciones del conocimiento y de las formas de ser y de vivir. Por fin, se señalan algunos de los errores comunes en el enfoque de las culturas indígenas en las escuelas y se presentan alternativas para el desarrollo de propuestas pedagógicas interculturales. Palabras clave:  Educación intercultural. Interculturalidad. Temática indígena.Este artigo tem por objetivo refletir sobre como as práticas educativas e os materiais didáticos presentes na Educação Básica brasileira tematizam, tradicionalmente, as culturas indígenas e apontar alternativas para a construção de uma educação intercultural que promova o reconhecimento e o diálogo com esses povos. Para tanto, utiliza-se a hermenêutica como abordagem metodológica. A discussão está fundamentada em teóricos do pensamento decolonial bem como em publicações de escritores indígenas. O artigo ressalta a importância da reflexão crítica sobre as narrativas históricas e sobre as concepções do conhecimento e dos modos de ser e viver. Por fim, apontam-se alguns dos erros comuns na abordagem das culturas indígenas nas escolas e apresentam-se alternativas para o desenvolvimento de propostas pedagógicas interculturais. Palavras-chave: Educação intercultural.  Interculturalidade. Temática indígena.Universidade Estadual de Ponta Grossa2022-05-09info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdftext/xmlhttps://revistas.uepg.br/index.php/praxiseducativa/article/view/1933210.5212/PraxEduc.v.17.19332.065Práxis Educativa; Vol. 17 (2022): Dossiê: Relações étnico-raciais: práticas e reflexões pedagógicas em contextos, espaços e tempos; 1-19Práxis Educativa; Vol. 17 (2022): Dossiê: Relações étnico-raciais: práticas e reflexões pedagógicas em contextos, espaços e tempos; 1-19Práxis Educativa; V. 17 (2022): Dossiê: Relações étnico-raciais: práticas e reflexões pedagógicas em contextos, espaços e tempos; 1-19Práxis Educativa; v. 17 (2022): Dossiê: Relações étnico-raciais: práticas e reflexões pedagógicas em contextos, espaços e tempos; 1-191809-43091809-4031reponame:Práxis Educativa (Online)instname:Universidade Estadual de Ponta Grossa (UEPG)instacron:UEPGporhttps://revistas.uepg.br/index.php/praxiseducativa/article/view/19332/209209216629https://revistas.uepg.br/index.php/praxiseducativa/article/view/19332/209209216749Copyright (c) 2022 Práxis Educativahttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessFlores, Cristine Gabriela de CamposGomes, Luana BarthCasagrande, Cledes Antonio2023-01-27T16:32:10Zoai:uepg.br:article/19332Revistahttp://www.revistas2.uepg.br/index.php/praxiseducativaPUBhttps://revistas2.uepg.br/index.php/praxiseducativa/oaipraxiseducativa@uepg.br||praxiseducativa@uepg.br1809-43091809-4031opendoar:2023-01-27T16:32:10Práxis Educativa (Online) - Universidade Estadual de Ponta Grossa (UEPG)false
dc.title.none.fl_str_mv Indigenous culture approaches in the Brazilian Basic Education: reflections for an intercultural teaching
Enfoques de las culturas indígenas en la Educación Básica brasileña: reflexiones para una enseñanza intercultural
Abordagens das culturas indígenas na Educação Básica brasileira: reflexões para um ensino intercultural
title Indigenous culture approaches in the Brazilian Basic Education: reflections for an intercultural teaching
spellingShingle Indigenous culture approaches in the Brazilian Basic Education: reflections for an intercultural teaching
Flores, Cristine Gabriela de Campos
title_short Indigenous culture approaches in the Brazilian Basic Education: reflections for an intercultural teaching
title_full Indigenous culture approaches in the Brazilian Basic Education: reflections for an intercultural teaching
title_fullStr Indigenous culture approaches in the Brazilian Basic Education: reflections for an intercultural teaching
title_full_unstemmed Indigenous culture approaches in the Brazilian Basic Education: reflections for an intercultural teaching
title_sort Indigenous culture approaches in the Brazilian Basic Education: reflections for an intercultural teaching
author Flores, Cristine Gabriela de Campos
author_facet Flores, Cristine Gabriela de Campos
Gomes, Luana Barth
Casagrande, Cledes Antonio
author_role author
author2 Gomes, Luana Barth
Casagrande, Cledes Antonio
author2_role author
author
dc.contributor.author.fl_str_mv Flores, Cristine Gabriela de Campos
Gomes, Luana Barth
Casagrande, Cledes Antonio
description This article has as its goal to reflect on how educational practices and courseware present on Brazilian Basic Education traditionally thematize the indigenous cultures and to point out alternatives for the construction of an intercultural education that promotes the recognition and the dialogue with these people. For that, the hermeneutics as methodological approach is used. The discussion is founded on theorists of the decolonial thinking, as well as publications of indigenous authors. The article highlights the importance of a critical reflection about historical narratives and the conceptions of knowledge and ways of being and living. Finally, some of the errors commonly found in the approach of indigenous culture on schools are pointed out and alternatives for the development of intercultural pedagogical proposals are presented. Keywords: Intercultural education. Interculturality. Indigenous thematic.
publishDate 2022
dc.date.none.fl_str_mv 2022-05-09
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
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status_str publishedVersion
dc.identifier.uri.fl_str_mv https://revistas.uepg.br/index.php/praxiseducativa/article/view/19332
10.5212/PraxEduc.v.17.19332.065
url https://revistas.uepg.br/index.php/praxiseducativa/article/view/19332
identifier_str_mv 10.5212/PraxEduc.v.17.19332.065
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://revistas.uepg.br/index.php/praxiseducativa/article/view/19332/209209216629
https://revistas.uepg.br/index.php/praxiseducativa/article/view/19332/209209216749
dc.rights.driver.fl_str_mv Copyright (c) 2022 Práxis Educativa
https://creativecommons.org/licenses/by/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2022 Práxis Educativa
https://creativecommons.org/licenses/by/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
text/xml
dc.publisher.none.fl_str_mv Universidade Estadual de Ponta Grossa
publisher.none.fl_str_mv Universidade Estadual de Ponta Grossa
dc.source.none.fl_str_mv Práxis Educativa; Vol. 17 (2022): Dossiê: Relações étnico-raciais: práticas e reflexões pedagógicas em contextos, espaços e tempos; 1-19
Práxis Educativa; Vol. 17 (2022): Dossiê: Relações étnico-raciais: práticas e reflexões pedagógicas em contextos, espaços e tempos; 1-19
Práxis Educativa; V. 17 (2022): Dossiê: Relações étnico-raciais: práticas e reflexões pedagógicas em contextos, espaços e tempos; 1-19
Práxis Educativa; v. 17 (2022): Dossiê: Relações étnico-raciais: práticas e reflexões pedagógicas em contextos, espaços e tempos; 1-19
1809-4309
1809-4031
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instname:Universidade Estadual de Ponta Grossa (UEPG)
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reponame_str Práxis Educativa (Online)
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