A consciência étnica do trabalho docente indígena (1988-2018)

Detalhes bibliográficos
Autor(a) principal: Franco, Roberto Keneddy Gomes
Data de Publicação: 2020
Tipo de documento: Artigo
Idioma: por
Título da fonte: Repositório Institucional da Universidade Federal do Ceará (UFC)
Texto Completo: http://www.repositorio.ufc.br/handle/riufc/53151
Resumo: We analyzed the formation of ethnic awareness of indigenous teaching work in the state of Ceará, in Brazilian Northeast, between the years of 1998 and 2018. We selected as the preferenced source of our study the stories of teachers’ professional life, who, among other things, consciously claim the right to indigenous teaching practice, that is, the resumption of the leading role of indigenous peoples in their own education. Politically, for the indigenous movement, the guarantee of a specific, differentiated and intercultural education necessarily requires compliance with the Indigenous School Legislation, which ensures that the community school teacher has to be indigenous. Thus, this means that the political claim for the right to indigenous teaching practice reaffirms the understanding that “the educator himself must be educated” (MARX, 2002) by the physical and social realities of indigenous culture. In this regard, Mariátegui (2007) analyzes the issue of indigenous education in Latin America, still in the first decades of the XX century, in the perspective of Marxist-inspired Indianism. The author argued against the alienating education imposed by the colonizers, claiming the need for an anti-capitalist, antihegemonic, autonomous and horizontal education “promoted by the Indians themselves”, which would necessarily articulate with the criticism of private land-ownership. For Mariátegui (2007) “the Indian problem is the land problem”, therefore, a matter of “education beyond capital” (MÉSZÁROS, 2008).
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spelling A consciência étnica do trabalho docente indígena (1988-2018)Conciencia étnica del trabajo de enseñanza indígena em Ceará (1988-2018)Ethnic awareness of indigenous teaching work In Ceará (1988-2018)Consciência étnicaTrabalhoDocênciaWe analyzed the formation of ethnic awareness of indigenous teaching work in the state of Ceará, in Brazilian Northeast, between the years of 1998 and 2018. We selected as the preferenced source of our study the stories of teachers’ professional life, who, among other things, consciously claim the right to indigenous teaching practice, that is, the resumption of the leading role of indigenous peoples in their own education. Politically, for the indigenous movement, the guarantee of a specific, differentiated and intercultural education necessarily requires compliance with the Indigenous School Legislation, which ensures that the community school teacher has to be indigenous. Thus, this means that the political claim for the right to indigenous teaching practice reaffirms the understanding that “the educator himself must be educated” (MARX, 2002) by the physical and social realities of indigenous culture. In this regard, Mariátegui (2007) analyzes the issue of indigenous education in Latin America, still in the first decades of the XX century, in the perspective of Marxist-inspired Indianism. The author argued against the alienating education imposed by the colonizers, claiming the need for an anti-capitalist, antihegemonic, autonomous and horizontal education “promoted by the Indians themselves”, which would necessarily articulate with the criticism of private land-ownership. For Mariátegui (2007) “the Indian problem is the land problem”, therefore, a matter of “education beyond capital” (MÉSZÁROS, 2008).Analisamos a formação da consciência étnica do trabalho docente indígena no Estado do Ceará, no Nordeste brasileiro, entre os anos de 1998-2018. Optou-se como fonte privilegiada, metodologicamente, a história de vida profissional centrada nas vozes das professoras e professores, que, dentre outras coisas, conscientemente reivindicam ao direito ao trabalho docente indígena, ou seja, pela retomada do protagonismo de uma educação escolar com os povos indígenas e não para os povos indígenas. Para o movimento indígena, politicamente, a garantia de uma educação escolar específica, diferenciada e intercultural, passa necessariamente pelo cumprimento da Legislação Escolar Indígena, onde tem-se assegurado que o professor tem que ser indígena. Isso quer dizer que a reivindicação política pelo direito ao trabalho docente indígena, reafirma a compreensão de “que o próprio educador deve ser educado” (MARX, 2002) pelo mundo físico da natureza e social da cultura indígena. A esse respeito, em seu indianismo de inspiração marxista, (MARIÁTEGUI, 2007), ao analisar a questão da educação indígena na América Latina, ainda nas primeiras décadas do século XX, já argumentava contra a alienante educação imposta pelos colonizadores, reivindicando a necessidade de uma educação anticapitalista, contra-hegemônica, autônoma e horizontalmente “promovida pelos próprios índios”, o que necessariamente se articularia com a crítica prática da propriedade privada da terra. Para MARIÁTEGUI (2007), “o problema do índio é o problema da terra”, portanto, uma questão de “educação para além do capital” (MÉSZÁROS, 2008).Revista LABOR2020-07-27T19:06:18Z2020-07-27T19:06:18Z2020info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articleapplication/pdfFRANCO, Roberto Keneddy Gomes. A consciência étnica do trabalho docente indígena (1988-2018). Revista LABOR, Fortaleza (CE),v. 1, n. 23, p. 131-152, jan./jun. 2020.1983-5000http://www.repositorio.ufc.br/handle/riufc/53151Franco, Roberto Keneddy Gomesinfo:eu-repo/semantics/openAccessporreponame:Repositório Institucional da Universidade Federal do Ceará (UFC)instname:Universidade Federal do Ceará (UFC)instacron:UFC2023-12-11T18:41:52Zoai:repositorio.ufc.br:riufc/53151Repositório InstitucionalPUBhttp://www.repositorio.ufc.br/ri-oai/requestbu@ufc.br || repositorio@ufc.bropendoar:2024-09-11T18:18:15.584564Repositório Institucional da Universidade Federal do Ceará (UFC) - Universidade Federal do Ceará (UFC)false
dc.title.none.fl_str_mv A consciência étnica do trabalho docente indígena (1988-2018)
Conciencia étnica del trabajo de enseñanza indígena em Ceará (1988-2018)
Ethnic awareness of indigenous teaching work In Ceará (1988-2018)
title A consciência étnica do trabalho docente indígena (1988-2018)
spellingShingle A consciência étnica do trabalho docente indígena (1988-2018)
Franco, Roberto Keneddy Gomes
Consciência étnica
Trabalho
Docência
title_short A consciência étnica do trabalho docente indígena (1988-2018)
title_full A consciência étnica do trabalho docente indígena (1988-2018)
title_fullStr A consciência étnica do trabalho docente indígena (1988-2018)
title_full_unstemmed A consciência étnica do trabalho docente indígena (1988-2018)
title_sort A consciência étnica do trabalho docente indígena (1988-2018)
author Franco, Roberto Keneddy Gomes
author_facet Franco, Roberto Keneddy Gomes
author_role author
dc.contributor.author.fl_str_mv Franco, Roberto Keneddy Gomes
dc.subject.por.fl_str_mv Consciência étnica
Trabalho
Docência
topic Consciência étnica
Trabalho
Docência
description We analyzed the formation of ethnic awareness of indigenous teaching work in the state of Ceará, in Brazilian Northeast, between the years of 1998 and 2018. We selected as the preferenced source of our study the stories of teachers’ professional life, who, among other things, consciously claim the right to indigenous teaching practice, that is, the resumption of the leading role of indigenous peoples in their own education. Politically, for the indigenous movement, the guarantee of a specific, differentiated and intercultural education necessarily requires compliance with the Indigenous School Legislation, which ensures that the community school teacher has to be indigenous. Thus, this means that the political claim for the right to indigenous teaching practice reaffirms the understanding that “the educator himself must be educated” (MARX, 2002) by the physical and social realities of indigenous culture. In this regard, Mariátegui (2007) analyzes the issue of indigenous education in Latin America, still in the first decades of the XX century, in the perspective of Marxist-inspired Indianism. The author argued against the alienating education imposed by the colonizers, claiming the need for an anti-capitalist, antihegemonic, autonomous and horizontal education “promoted by the Indians themselves”, which would necessarily articulate with the criticism of private land-ownership. For Mariátegui (2007) “the Indian problem is the land problem”, therefore, a matter of “education beyond capital” (MÉSZÁROS, 2008).
publishDate 2020
dc.date.none.fl_str_mv 2020-07-27T19:06:18Z
2020-07-27T19:06:18Z
2020
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 FRANCO, Roberto Keneddy Gomes. A consciência étnica do trabalho docente indígena (1988-2018). Revista LABOR, Fortaleza (CE),v. 1, n. 23, p. 131-152, jan./jun. 2020.
1983-5000
http://www.repositorio.ufc.br/handle/riufc/53151
identifier_str_mv FRANCO, Roberto Keneddy Gomes. A consciência étnica do trabalho docente indígena (1988-2018). Revista LABOR, Fortaleza (CE),v. 1, n. 23, p. 131-152, jan./jun. 2020.
1983-5000
url http://www.repositorio.ufc.br/handle/riufc/53151
dc.language.iso.fl_str_mv por
language por
dc.rights.driver.fl_str_mv info:eu-repo/semantics/openAccess
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dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Revista LABOR
publisher.none.fl_str_mv Revista LABOR
dc.source.none.fl_str_mv reponame:Repositório Institucional da Universidade Federal do Ceará (UFC)
instname:Universidade Federal do Ceará (UFC)
instacron:UFC
instname_str Universidade Federal do Ceará (UFC)
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institution UFC
reponame_str Repositório Institucional da Universidade Federal do Ceará (UFC)
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