WHAT CAN INDIGENOUS CHILDREN'S EDUCATION TEACH IN SCHOOLS FOCUSED ON EARLY CHILDHOOD EDUCATION?
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Data de Publicação: | 2022 |
Outros Autores: | |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Inter-ação (Goiânia. Online) |
Texto Completo: | https://revistas.ufg.br/interacao/article/view/71190 |
Resumo: | This article is a theoretical reflection, the result of previous studies, related to the schooling of indigenous children. It is not our intention to present empirical research results, but rather, an attempt to engage in dialogues that expand and problematize conceptions about childhood times/spaces in their multiplicities and cultural singularities, taking as a guide the multiple ways in which indigenous children rub shoulders with life, experiencing their worlds. In this attempt, we focus on theoretical references of Sociology and Philosophy of childhood, opting for authors who inaugurated this type of approach, because we understand that their contributions are original and timeless, contributing to pluralizing concepts such as: child, childhood and children's culture. In this way, it is in an attempt to collaborate for the construction of an "Indigenous Pedagogy", which reorients school education focused on childhood, that this study addresses itself. KEYWORDS: Children. Childhood. Indigenous People. Education. |
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WHAT CAN INDIGENOUS CHILDREN'S EDUCATION TEACH IN SCHOOLS FOCUSED ON EARLY CHILDHOOD EDUCATION?¿QUÉ PUEDE ENSEÑAR LA EDUCACIÓN DE NIÑOS INDÍGENAS EN LAS ESCUELAS DE PRIMERA INFANCIA?QUE PEUT ENSEIGNER L'ÉDUCATION DES ENFANTS AUTOCHTONES DANS LES ÉCOLES DE LA PETITE ENFANCE ?O QUE PODE A EDUCAÇÃO DAS CRIANÇAS INDÍGENAS ENSINAR PARA AS ESCOLAS VOLTADAS PARA A EDUCAÇÃO DAS INFÂNCIAS?This article is a theoretical reflection, the result of previous studies, related to the schooling of indigenous children. It is not our intention to present empirical research results, but rather, an attempt to engage in dialogues that expand and problematize conceptions about childhood times/spaces in their multiplicities and cultural singularities, taking as a guide the multiple ways in which indigenous children rub shoulders with life, experiencing their worlds. In this attempt, we focus on theoretical references of Sociology and Philosophy of childhood, opting for authors who inaugurated this type of approach, because we understand that their contributions are original and timeless, contributing to pluralizing concepts such as: child, childhood and children's culture. In this way, it is in an attempt to collaborate for the construction of an "Indigenous Pedagogy", which reorients school education focused on childhood, that this study addresses itself. KEYWORDS: Children. Childhood. Indigenous People. Education.Este artículo es una reflexión teórica, fruto de estudios previos, relacionada con la escolarización de los niños indígenas. No es nuestra intención presentar resultados de investigaciones empíricas, sino un intento de entablar diálogos que amplíen y problematicen concepciones sobre tiempos/espacios de infancia en sus multiplicidades y singularidades culturales, tomando como guía las múltiples formas en que los niños indígenas se codean con la vida, experimentando sus mundos. En este intento, nos enfocamos en referentes teóricos de la Sociología y Filosofía de la infancia, optando por autores que inauguraron este tipo de enfoques, pues entendemos que sus aportes son originales y atemporales, contribuyendo a pluralizar conceptos como: niño, niñez y cultura infantil. . Así, es en un intento de colaborar para la construcción de una "Pedagogía Indígena", que reoriente la educación escolar dirigida a los niños, que se aborda este estudio. PALAVRAS CLAVE: Niños. Infancia. Indígenas. Educación.Cet article vise à élargir les conceptions des temps/espaces de l'enfance, en prenant pour fil conducteur les multiples manières dont les enfants autochtones se frottent à la vie, expérimentent leurs mondes. La proposition consistait à établir des relations entre les modes de vie des enfances autochtones et les politiques qui colonisent les manières dont l'éducation de la petite enfance aborde leurs pratiques. Dans cette optique, nous nous sommes dans un premier temps concentrés sur le cadre théorique de la Sociologie de l'Enfance pour pluraliser des concepts tels que : enfant, enfance et maternelle. Après cette tentative, nous cherchons un dialogue avec des études anthropologiques axées sur les sociétés indigènes brésiliennes et les dirigeants indigènes afin de construire des arguments pour proposer une « pédagogie indigène » qui réoriente l'éducation scolaire axée sur les enfants.Esse artigo é uma reflexão teórica, fruto de estudos anteriores, relacionados a escolarização de crianças indígenas. Não é nossa intenção apresentar resultados de pesquisa empírica, mas, sim, há a tentativa de travar diálogos que ampliem e problematizem concepções sobre os tempos/espaços das infâncias em suas multiplicidades e singularidades culturais, tomando como orientação as múltiplas maneiras como as crianças indígenas friccionam com a vida, experienciando seus mundos. Nesse intento, nos debruçamos em referenciais teóricos da Sociologia e Filosofia das infâncias, optando por autores que inauguraram esse tipo de abordagem, por entendermos que suas contribuições são originais e atemporais, contribuindo para pluralizar conceitos como: criança, infância e cultura infantil. Dessa forma, esse estudo se endereça à tentativa de colaborar para a construção de uma “Pedagogia Indígena” que reoriente a educação escolar voltada para as infâncias. PALAVRAS-CHAVE: Crianças. Infâncias. Indígenas. Educação.Faculdade de Educação (UFG)2022-04-30info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdftext/xmlhttps://revistas.ufg.br/interacao/article/view/7119010.5216/ia.v47i1.71190Journal Inter-Ação; Vol. 47 No. 1 (2022); 280-292Revista Inter Ação; Vol. 47 Núm. 1 (2022); 280-292Revista Inter-Ação; v. 47 n. 1 (2022); 280-2921981-8416reponame:Inter-ação (Goiânia. Online)instname:Universidade Federal de Goiás (UFG)instacron:UFGporhttps://revistas.ufg.br/interacao/article/view/71190/38304https://revistas.ufg.br/interacao/article/view/71190/40847Copyright (c) 2022 Leiliane Domingues da Silva, Dagmar de Mello e Silvainfo:eu-repo/semantics/openAccessSilva, Leiliane Domingues da Silva, Dagmar de Mello e 2024-03-04T15:04:00Zoai:ojs.revistas.ufg.br:article/71190Revistahttps://revistas.ufg.br/index.php/interacaoPUBhttps://revistas.ufg.br/index.php/interacao/oai||revistainteracao@gmail.com1981-84160101-7136opendoar:2024-05-21T19:55:06.016895Inter-ação (Goiânia. Online) - Universidade Federal de Goiás (UFG)true |
dc.title.none.fl_str_mv |
WHAT CAN INDIGENOUS CHILDREN'S EDUCATION TEACH IN SCHOOLS FOCUSED ON EARLY CHILDHOOD EDUCATION? ¿QUÉ PUEDE ENSEÑAR LA EDUCACIÓN DE NIÑOS INDÍGENAS EN LAS ESCUELAS DE PRIMERA INFANCIA? QUE PEUT ENSEIGNER L'ÉDUCATION DES ENFANTS AUTOCHTONES DANS LES ÉCOLES DE LA PETITE ENFANCE ? O QUE PODE A EDUCAÇÃO DAS CRIANÇAS INDÍGENAS ENSINAR PARA AS ESCOLAS VOLTADAS PARA A EDUCAÇÃO DAS INFÂNCIAS? |
title |
WHAT CAN INDIGENOUS CHILDREN'S EDUCATION TEACH IN SCHOOLS FOCUSED ON EARLY CHILDHOOD EDUCATION? |
spellingShingle |
WHAT CAN INDIGENOUS CHILDREN'S EDUCATION TEACH IN SCHOOLS FOCUSED ON EARLY CHILDHOOD EDUCATION? Silva, Leiliane Domingues da |
title_short |
WHAT CAN INDIGENOUS CHILDREN'S EDUCATION TEACH IN SCHOOLS FOCUSED ON EARLY CHILDHOOD EDUCATION? |
title_full |
WHAT CAN INDIGENOUS CHILDREN'S EDUCATION TEACH IN SCHOOLS FOCUSED ON EARLY CHILDHOOD EDUCATION? |
title_fullStr |
WHAT CAN INDIGENOUS CHILDREN'S EDUCATION TEACH IN SCHOOLS FOCUSED ON EARLY CHILDHOOD EDUCATION? |
title_full_unstemmed |
WHAT CAN INDIGENOUS CHILDREN'S EDUCATION TEACH IN SCHOOLS FOCUSED ON EARLY CHILDHOOD EDUCATION? |
title_sort |
WHAT CAN INDIGENOUS CHILDREN'S EDUCATION TEACH IN SCHOOLS FOCUSED ON EARLY CHILDHOOD EDUCATION? |
author |
Silva, Leiliane Domingues da |
author_facet |
Silva, Leiliane Domingues da Silva, Dagmar de Mello e |
author_role |
author |
author2 |
Silva, Dagmar de Mello e |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Silva, Leiliane Domingues da Silva, Dagmar de Mello e |
description |
This article is a theoretical reflection, the result of previous studies, related to the schooling of indigenous children. It is not our intention to present empirical research results, but rather, an attempt to engage in dialogues that expand and problematize conceptions about childhood times/spaces in their multiplicities and cultural singularities, taking as a guide the multiple ways in which indigenous children rub shoulders with life, experiencing their worlds. In this attempt, we focus on theoretical references of Sociology and Philosophy of childhood, opting for authors who inaugurated this type of approach, because we understand that their contributions are original and timeless, contributing to pluralizing concepts such as: child, childhood and children's culture. In this way, it is in an attempt to collaborate for the construction of an "Indigenous Pedagogy", which reorients school education focused on childhood, that this study addresses itself. KEYWORDS: Children. Childhood. Indigenous People. Education. |
publishDate |
2022 |
dc.date.none.fl_str_mv |
2022-04-30 |
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/71190 10.5216/ia.v47i1.71190 |
url |
https://revistas.ufg.br/interacao/article/view/71190 |
identifier_str_mv |
10.5216/ia.v47i1.71190 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://revistas.ufg.br/interacao/article/view/71190/38304 https://revistas.ufg.br/interacao/article/view/71190/40847 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2022 Leiliane Domingues da Silva, Dagmar de Mello e Silva info:eu-repo/semantics/openAccess |
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Copyright (c) 2022 Leiliane Domingues da Silva, Dagmar de Mello e Silva |
eu_rights_str_mv |
openAccess |
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application/pdf text/xml |
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. 1 (2022); 280-292 Revista Inter Ação; Vol. 47 Núm. 1 (2022); 280-292 Revista Inter-Ação; v. 47 n. 1 (2022); 280-292 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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1799874765260849152 |