INDIGENOUS EDUCATION AND RESISTANCE: IMPACTS ON INDIGENOUS EDUCATIONAL AND CURRICULAR PUBLIC POLICIES
Autor(a) principal: | |
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Data de Publicação: | 2023 |
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Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Inter-ação (Goiânia. Online) |
Texto Completo: | https://revistas.ufg.br/interacao/article/view/73435 |
Resumo: | This article records the process of claims and debates in the context of building a new ideal of emancipatory education in the context of the resignification of the differentiated curriculum and the search for alternatives, centered on playful culture, as a learning tool in indigenous schools. The study politically discusses the struggles for their rights, thus representing a pedagogical proposal that involves the implementation of the curriculum, the school calendar, and the enhancement of the Tembé mother tongue. The research is developed from reports made during the special sessions in public hearings held in Belém do Pará, in the period from 2017 to 2020, presenting as a reference the collective discussions in the indigenous villages of São Pedro and Frasqueira, located in the Indigenous Land Upper Rio Guamá (TIARG). The results of this study demonstrate that, despite all the advances in official documents, the constitution proposes public hearings that are still not sufficiently applied to their full potential in indigenous school education. Therefore, it is necessary to discuss the challenges of the multiple realities that coexist in this environment in order to effectively establish public policies in indigenous schools. KEYWORDS: Traditional Knowledge. Resistance. Curriculum. Interculturality. Ludicity. |
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INDIGENOUS EDUCATION AND RESISTANCE: IMPACTS ON INDIGENOUS EDUCATIONAL AND CURRICULAR PUBLIC POLICIESEDUCACIÓN INDÍGENA Y RESISTENCIA: IMPACTOS EN LAS POLÍTICAS PÚBLICAS EDUCATIVAS Y CURRICULARES INDÍGENASEDUCAÇÃO INDÍGENA E RESISTÊNCIA: IMPACTOS NAS POLÍTICAS PÚBLICAS EDUCACIONAIS INDÍGENAS E CURRICULARThis article records the process of claims and debates in the context of building a new ideal of emancipatory education in the context of the resignification of the differentiated curriculum and the search for alternatives, centered on playful culture, as a learning tool in indigenous schools. The study politically discusses the struggles for their rights, thus representing a pedagogical proposal that involves the implementation of the curriculum, the school calendar, and the enhancement of the Tembé mother tongue. The research is developed from reports made during the special sessions in public hearings held in Belém do Pará, in the period from 2017 to 2020, presenting as a reference the collective discussions in the indigenous villages of São Pedro and Frasqueira, located in the Indigenous Land Upper Rio Guamá (TIARG). The results of this study demonstrate that, despite all the advances in official documents, the constitution proposes public hearings that are still not sufficiently applied to their full potential in indigenous school education. Therefore, it is necessary to discuss the challenges of the multiple realities that coexist in this environment in order to effectively establish public policies in indigenous schools. KEYWORDS: Traditional Knowledge. Resistance. Curriculum. Interculturality. Ludicity.Este artículo registra el proceso de reclamos y debates en el contexto de la construcción de un nuevo ideal de educación emancipadora en medio de la resignificación del currículo diferenciado, y la búsqueda de alternativas, centradas en la cultura lúdica, como herramienta de aprendizaje en las escuelas indígenas. El estudio discute políticamente las luchas por sus derechos, representando así una propuesta pedagógica que involucra la implementación del currículo, el calendario escolar y la valorización de la lengua materna Tembé. La investigación se desarrolló a partir de relatos realizados durante sesiones especiales en audiencias públicas realizadas en Belém, ciudad del estado de Pará, Brazil de 2017 a 2020, presentando como referencia las discusiones colectivas en los pueblos indígenas de São Pedro y Frasqueira, ubicados en la Tierra Indígena del Alto Río Guama (TIARG). Los resultados de este estudio demuestran, a pesar de todos los avances en los documentos oficiales, que la constitución que propone y las audiencias públicas aún no es suficiente ni aplicada en todo su potencial en la educación escolar indígena, es necesario discutir los desafíos de las múltiples realidades que conviven en este entorno para establecer efectivamente políticas públicas en las escuelas indígenas. PALABRAS CLAVE: Conocimientos Tradicionales. Resistencia. Currículum. Interculturalidad. Lúdico.Este artigo registra o processo de reivindicações e debates no contexto da construção de um novo ideal de educação emancipatória, no bojo da ressignificação do currículo diferenciado e na busca de alternativas centradas na cultura lúdica, como ferramentas de aprendizagem nas escolas indígenas. O estudo discute politicamente as lutas pelos seus direitos, representando, assim, uma proposta pedagógica que envolve a implementação do currículo, o calendário escolar e a valorização da língua materna Tembé. A pesquisa desenvolve-se a partir de relatos feitos durante as sessões especiais em audiências públicas realizadas em Belém do Pará, no período de 2017 a 2020, apresentando como referencial as discussões coletivas nas aldeias indígenas de São Pedro e de Frasqueira, localizadas na Terra Indígena Alto Rio Guamá (TIARG). Os resultados desse estudo demonstram, apesar de todos os avanços nos documentos oficiais, que a constituição propõe, além das audiências públicas, que ainda não é suficiente a aplicação de todo seu potencial na educação escolar indígena. Faz-se necessário uma discussão sobre os desafios sobre as múltiplas realidades que coexistem nesse ambiente, para que se estabeleçam efetivamente as políticas públicas nas escolas indígenas. PALAVRAS-CHAVE: Saber Tradicional. Resistência. Currículo. Interculturalidade. Lúdico.Faculdade de Educação (UFG)2023-01-03info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://revistas.ufg.br/interacao/article/view/7343510.5216/ia.v47i3.73435Journal Inter-Ação; Vol. 47 No. 3 (2022): Popular National Conference on Education and the Democratization of Educational Policies: Subjects, Processes and Propositions; 1101-1117Revista Inter Ação; Vol. 47 Núm. 3 (2022): Congreso Nacional Popular sobre Educación y la Democratización de las Políticas Educativas: Temas, Procesos y Propuestas.; 1101-1117Revista Inter-Ação; v. 47 n. 3 (2022): Conferência Nacional Popular de Educação e a Democratização das Políticas Educacionais: Sujeitos, Processos E Proposições; 1101-11171981-8416reponame:Inter-ação (Goiânia. Online)instname:Universidade Federal de Goiás (UFG)instacron:UFGporhttps://revistas.ufg.br/interacao/article/view/73435/39330Copyright (c) 2022 Fabrício Cesar da Costa Rodrigues, Magno Kamiran Oliveira Sousa Tembéinfo:eu-repo/semantics/openAccessRodrigues, Fabrício Cesar da CostaTembé, Magno Kamiran Oliveira Sousa2023-01-04T02:42:25Zoai:ojs.revistas.ufg.br:article/73435Revistahttps://revistas.ufg.br/index.php/interacaoPUBhttps://revistas.ufg.br/index.php/interacao/oai||revistainteracao@gmail.com1981-84160101-7136opendoar:2024-05-21T19:55:09.923676Inter-ação (Goiânia. Online) - Universidade Federal de Goiás (UFG)true |
dc.title.none.fl_str_mv |
INDIGENOUS EDUCATION AND RESISTANCE: IMPACTS ON INDIGENOUS EDUCATIONAL AND CURRICULAR PUBLIC POLICIES EDUCACIÓN INDÍGENA Y RESISTENCIA: IMPACTOS EN LAS POLÍTICAS PÚBLICAS EDUCATIVAS Y CURRICULARES INDÍGENAS EDUCAÇÃO INDÍGENA E RESISTÊNCIA: IMPACTOS NAS POLÍTICAS PÚBLICAS EDUCACIONAIS INDÍGENAS E CURRICULAR |
title |
INDIGENOUS EDUCATION AND RESISTANCE: IMPACTS ON INDIGENOUS EDUCATIONAL AND CURRICULAR PUBLIC POLICIES |
spellingShingle |
INDIGENOUS EDUCATION AND RESISTANCE: IMPACTS ON INDIGENOUS EDUCATIONAL AND CURRICULAR PUBLIC POLICIES Rodrigues, Fabrício Cesar da Costa |
title_short |
INDIGENOUS EDUCATION AND RESISTANCE: IMPACTS ON INDIGENOUS EDUCATIONAL AND CURRICULAR PUBLIC POLICIES |
title_full |
INDIGENOUS EDUCATION AND RESISTANCE: IMPACTS ON INDIGENOUS EDUCATIONAL AND CURRICULAR PUBLIC POLICIES |
title_fullStr |
INDIGENOUS EDUCATION AND RESISTANCE: IMPACTS ON INDIGENOUS EDUCATIONAL AND CURRICULAR PUBLIC POLICIES |
title_full_unstemmed |
INDIGENOUS EDUCATION AND RESISTANCE: IMPACTS ON INDIGENOUS EDUCATIONAL AND CURRICULAR PUBLIC POLICIES |
title_sort |
INDIGENOUS EDUCATION AND RESISTANCE: IMPACTS ON INDIGENOUS EDUCATIONAL AND CURRICULAR PUBLIC POLICIES |
author |
Rodrigues, Fabrício Cesar da Costa |
author_facet |
Rodrigues, Fabrício Cesar da Costa Tembé, Magno Kamiran Oliveira Sousa |
author_role |
author |
author2 |
Tembé, Magno Kamiran Oliveira Sousa |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Rodrigues, Fabrício Cesar da Costa Tembé, Magno Kamiran Oliveira Sousa |
description |
This article records the process of claims and debates in the context of building a new ideal of emancipatory education in the context of the resignification of the differentiated curriculum and the search for alternatives, centered on playful culture, as a learning tool in indigenous schools. The study politically discusses the struggles for their rights, thus representing a pedagogical proposal that involves the implementation of the curriculum, the school calendar, and the enhancement of the Tembé mother tongue. The research is developed from reports made during the special sessions in public hearings held in Belém do Pará, in the period from 2017 to 2020, presenting as a reference the collective discussions in the indigenous villages of São Pedro and Frasqueira, located in the Indigenous Land Upper Rio Guamá (TIARG). The results of this study demonstrate that, despite all the advances in official documents, the constitution proposes public hearings that are still not sufficiently applied to their full potential in indigenous school education. Therefore, it is necessary to discuss the challenges of the multiple realities that coexist in this environment in order to effectively establish public policies in indigenous schools. KEYWORDS: Traditional Knowledge. Resistance. Curriculum. Interculturality. Ludicity. |
publishDate |
2023 |
dc.date.none.fl_str_mv |
2023-01-03 |
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.ufg.br/interacao/article/view/73435 10.5216/ia.v47i3.73435 |
url |
https://revistas.ufg.br/interacao/article/view/73435 |
identifier_str_mv |
10.5216/ia.v47i3.73435 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://revistas.ufg.br/interacao/article/view/73435/39330 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2022 Fabrício Cesar da Costa Rodrigues, Magno Kamiran Oliveira Sousa Tembé info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2022 Fabrício Cesar da Costa Rodrigues, Magno Kamiran Oliveira Sousa Tembé |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Faculdade de Educação (UFG) |
publisher.none.fl_str_mv |
Faculdade de Educação (UFG) |
dc.source.none.fl_str_mv |
Journal Inter-Ação; Vol. 47 No. 3 (2022): Popular National Conference on Education and the Democratization of Educational Policies: Subjects, Processes and Propositions; 1101-1117 Revista Inter Ação; Vol. 47 Núm. 3 (2022): Congreso Nacional Popular sobre Educación y la Democratización de las Políticas Educativas: Temas, Procesos y Propuestas.; 1101-1117 Revista Inter-Ação; v. 47 n. 3 (2022): Conferência Nacional Popular de Educação e a Democratização das Políticas Educacionais: Sujeitos, Processos E Proposições; 1101-1117 1981-8416 reponame:Inter-ação (Goiânia. Online) instname:Universidade Federal de Goiás (UFG) instacron:UFG |
instname_str |
Universidade Federal de Goiás (UFG) |
instacron_str |
UFG |
institution |
UFG |
reponame_str |
Inter-ação (Goiânia. Online) |
collection |
Inter-ação (Goiânia. Online) |
repository.name.fl_str_mv |
Inter-ação (Goiânia. Online) - Universidade Federal de Goiás (UFG) |
repository.mail.fl_str_mv |
||revistainteracao@gmail.com |
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