Land and traditional knowledge: possible articulations in the indigenous school space
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Data de Publicação: | 2013 |
Outros Autores: | |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Práxis Educativa (Online) |
Texto Completo: | https://revistas.uepg.br/index.php/praxiseducativa/article/view/5060 |
Resumo: | Interferences are analyzed with regard to the historical processes of deterritorialization and territorial confinement among Kaiowá and Guarani populations in southern Mato Grosso, Brazil, on the production and re-signification of their traditional knowledge and wisdom and on possible difficulties in the eventual transition to school spaces. Foregrounded on Oliveira Filho (1999), Bhabha (2003), Sousa Santos (2005), Descola (1988), Melià; Grünberg and Grünberg (2008) and others, a review of the literature was undertaken as techno-methodological procedure with special reference to interviews with indigenous teachers. Partial results highlight the relevance of what happens inside the territory, especially the changes in social organization for processes related to traditional indigenous wisdom. Internal events, acknowledged as relevant spaces in the process, have had their importance reduced. Nevertheless, the indigenous way of reframing and translating their knowledge persists and pervades even the struggle against the historically imposed confinement. Keywords: Territory. Traditional wisdom. School space. |
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Land and traditional knowledge: possible articulations in the indigenous school spaceTerritório e saberes tradicionais: articulações possíveis no espaço escolar indígenaInterferences are analyzed with regard to the historical processes of deterritorialization and territorial confinement among Kaiowá and Guarani populations in southern Mato Grosso, Brazil, on the production and re-signification of their traditional knowledge and wisdom and on possible difficulties in the eventual transition to school spaces. Foregrounded on Oliveira Filho (1999), Bhabha (2003), Sousa Santos (2005), Descola (1988), Melià; Grünberg and Grünberg (2008) and others, a review of the literature was undertaken as techno-methodological procedure with special reference to interviews with indigenous teachers. Partial results highlight the relevance of what happens inside the territory, especially the changes in social organization for processes related to traditional indigenous wisdom. Internal events, acknowledged as relevant spaces in the process, have had their importance reduced. Nevertheless, the indigenous way of reframing and translating their knowledge persists and pervades even the struggle against the historically imposed confinement. Keywords: Territory. Traditional wisdom. School space. O artigo aborda as interferências dos processos históricos de desterritorialização e confinamento territorial entre os índios Kaiowá e Guarani, em MS, na produção e ressignificação dos seus conhecimentos/saberes tradicionais, além das possíveis dificuldades no seu eventual trânsito para os espaços escolares. Apoiado em Oliveira Filho (1999), Bhabha (2003), Sousa Santos (2005), Descola (1988), Melià; Grünberg e Grünberg (2008), entre outros, adotou-se como procedimento técnico-metodológico a revisão bibliográfica, privilegiando entrevistas com docentes indígenas. Conclusões iniciais apontam para a relevância do que acontece no território, em especial, as mudanças na organização social, para os processos relativos aos conhecimentos tradicionais indígenas. Instâncias internas reconhecidas como espaços relevantes nesse processo têm sido tensionados e sua importância reduzida. No entanto, persiste a forma indígena de ressignificar e traduzir seus conhecimentos, que perpassa, inclusive, as lutas pela quebra do confinamento historicamente imposto. Palavras-chave: Território. Saberes tradicionais. Espaços escolares. Universidade Estadual de Ponta Grossa2013-03-21info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://revistas.uepg.br/index.php/praxiseducativa/article/view/506010.5212/PraxEduc.v.7iEspecial.0006Práxis Educativa; Vol. 7 (2012): Número Especial - Dossiê: Educação Escolar Indígena; 133-153Práxis Educativa; Vol. 7 (2012): Número Especial - Dossiê: Educação Escolar Indígena; 133-153Práxis Educativa; V. 7 (2012): Número Especial - Dossiê: Educação Escolar Indígena; 133-153Práxis Educativa; v. 7 (2012): Número Especial - Dossiê: Educação Escolar Indígena; 133-1531809-43091809-403110.5212/PraxEduc.v.7iEspecialreponame:Práxis Educativa (Online)instname:Universidade Estadual de Ponta Grossa (UEPG)instacron:UEPGporhttps://revistas.uepg.br/index.php/praxiseducativa/article/view/5060/3328Brand, Antonio JacóCalderoni, Valéria Aparecida Mendonça de Oliveirainfo:eu-repo/semantics/openAccess2020-04-03T18:29:53Zoai:uepg.br:article/5060Revistahttp://www.revistas2.uepg.br/index.php/praxiseducativaPUBhttps://revistas2.uepg.br/index.php/praxiseducativa/oaipraxiseducativa@uepg.br||praxiseducativa@uepg.br1809-43091809-4031opendoar:2020-04-03T18:29:53Práxis Educativa (Online) - Universidade Estadual de Ponta Grossa (UEPG)false |
dc.title.none.fl_str_mv |
Land and traditional knowledge: possible articulations in the indigenous school space Território e saberes tradicionais: articulações possíveis no espaço escolar indígena |
title |
Land and traditional knowledge: possible articulations in the indigenous school space |
spellingShingle |
Land and traditional knowledge: possible articulations in the indigenous school space Brand, Antonio Jacó |
title_short |
Land and traditional knowledge: possible articulations in the indigenous school space |
title_full |
Land and traditional knowledge: possible articulations in the indigenous school space |
title_fullStr |
Land and traditional knowledge: possible articulations in the indigenous school space |
title_full_unstemmed |
Land and traditional knowledge: possible articulations in the indigenous school space |
title_sort |
Land and traditional knowledge: possible articulations in the indigenous school space |
author |
Brand, Antonio Jacó |
author_facet |
Brand, Antonio Jacó Calderoni, Valéria Aparecida Mendonça de Oliveira |
author_role |
author |
author2 |
Calderoni, Valéria Aparecida Mendonça de Oliveira |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Brand, Antonio Jacó Calderoni, Valéria Aparecida Mendonça de Oliveira |
description |
Interferences are analyzed with regard to the historical processes of deterritorialization and territorial confinement among Kaiowá and Guarani populations in southern Mato Grosso, Brazil, on the production and re-signification of their traditional knowledge and wisdom and on possible difficulties in the eventual transition to school spaces. Foregrounded on Oliveira Filho (1999), Bhabha (2003), Sousa Santos (2005), Descola (1988), Melià; Grünberg and Grünberg (2008) and others, a review of the literature was undertaken as techno-methodological procedure with special reference to interviews with indigenous teachers. Partial results highlight the relevance of what happens inside the territory, especially the changes in social organization for processes related to traditional indigenous wisdom. Internal events, acknowledged as relevant spaces in the process, have had their importance reduced. Nevertheless, the indigenous way of reframing and translating their knowledge persists and pervades even the struggle against the historically imposed confinement. Keywords: Territory. Traditional wisdom. School space. |
publishDate |
2013 |
dc.date.none.fl_str_mv |
2013-03-21 |
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://revistas.uepg.br/index.php/praxiseducativa/article/view/5060 10.5212/PraxEduc.v.7iEspecial.0006 |
url |
https://revistas.uepg.br/index.php/praxiseducativa/article/view/5060 |
identifier_str_mv |
10.5212/PraxEduc.v.7iEspecial.0006 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://revistas.uepg.br/index.php/praxiseducativa/article/view/5060/3328 |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
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. 7 (2012): Número Especial - Dossiê: Educação Escolar Indígena; 133-153 Práxis Educativa; Vol. 7 (2012): Número Especial - Dossiê: Educação Escolar Indígena; 133-153 Práxis Educativa; V. 7 (2012): Número Especial - Dossiê: Educação Escolar Indígena; 133-153 Práxis Educativa; v. 7 (2012): Número Especial - Dossiê: Educação Escolar Indígena; 133-153 1809-4309 1809-4031 10.5212/PraxEduc.v.7iEspecial reponame:Práxis Educativa (Online) instname:Universidade Estadual de Ponta Grossa (UEPG) instacron:UEPG |
instname_str |
Universidade Estadual de Ponta Grossa (UEPG) |
instacron_str |
UEPG |
institution |
UEPG |
reponame_str |
Práxis Educativa (Online) |
collection |
Práxis Educativa (Online) |
repository.name.fl_str_mv |
Práxis Educativa (Online) - Universidade Estadual de Ponta Grossa (UEPG) |
repository.mail.fl_str_mv |
praxiseducativa@uepg.br||praxiseducativa@uepg.br |
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