Indigenous peoples and school education in the Brazilian Amazon: teaching experiences
Autor(a) principal: | |
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Data de Publicação: | 2023 |
Outros Autores: | , , , , , , |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Revista Brasileira de Educação do Campo |
Texto Completo: | https://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/15274 |
Resumo: | ABSTRACT. This article presents educational experiences developed with indigenous peoples in the Brazilian Amazon, based on documentary research in dialogue with reports of teaching experiences of the first authors of this text. Thus, we propose to dialogue based on the following question: how is indigenous knowledge mobilized in the Amazonian school context? To this end, we established as a general objective to reflect on the way indigenous knowledge is conceived in the Amazonian school context, based on a dialogue with the reports of teaching experiences with indigenous school education. From this perspective, we understand that Indigenous School Education comprises formal educational actions offered under the supervision of the State to indigenous peoples, unlike indigenous education, which is carried out in the community through social coexistence, depending on the diverse perspectives of each indigenous people. We observed that although there are laws and public policies, conquered by indigenous collectives, that advocate a differentiated, bilingual, intercultural and community school education, as well as provide the conditions for its implementation, in practice this right is still a distant reality of many indigenous schools. To this end, it is necessary to open dialogue and epistemic exchanges that understand diverse knowledges in an equitable way. This premise confronts us with the challenge of the decolonization of knowledge, especially that conveyed in indigenous schools. |
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Indigenous peoples and school education in the Brazilian Amazon: teaching experiencesIndigenous peoples and school education in the Brazilian Amazon: teaching experiencesPueblos indígenas y educación escolar en la Amazonía Brasileña: experiencias pedagógicasIndigenous peoples and school education in the Brazilian Amazon: teaching experiencesPovos indígenas e educação escolar na Amazônia Brasileira: experiências docentesABSTRACT. This article presents educational experiences developed with indigenous peoples in the Brazilian Amazon, based on documentary research in dialogue with reports of teaching experiences of the first authors of this text. Thus, we propose to dialogue based on the following question: how is indigenous knowledge mobilized in the Amazonian school context? To this end, we established as a general objective to reflect on the way indigenous knowledge is conceived in the Amazonian school context, based on a dialogue with the reports of teaching experiences with indigenous school education. From this perspective, we understand that Indigenous School Education comprises formal educational actions offered under the supervision of the State to indigenous peoples, unlike indigenous education, which is carried out in the community through social coexistence, depending on the diverse perspectives of each indigenous people. We observed that although there are laws and public policies, conquered by indigenous collectives, that advocate a differentiated, bilingual, intercultural and community school education, as well as provide the conditions for its implementation, in practice this right is still a distant reality of many indigenous schools. To this end, it is necessary to open dialogue and epistemic exchanges that understand diverse knowledges in an equitable way. This premise confronts us with the challenge of the decolonization of knowledge, especially that conveyed in indigenous schools.ABSTRACT. This article presents educational experiences developed with indigenous peoples in the Brazilian Amazon, based on documentary research in dialogue with reports of teaching experiences of the first authors of this text. Thus, we propose to dialogue based on the following question: how is indigenous knowledge mobilized in the Amazonian school context? To this end, we established as a general objective to reflect on the way indigenous knowledge is conceived in the Amazonian school context, based on a dialogue with the reports of teaching experiences with indigenous school education. From this perspective, we understand that Indigenous School Education comprises formal educational actions offered under the supervision of the State to indigenous peoples, unlike indigenous education, which is carried out in the community through social coexistence, depending on the diverse perspectives of each indigenous people. We observed that although there are laws and public policies, conquered by indigenous collectives, that advocate a differentiated, bilingual, intercultural and community school education, as well as provide the conditions for its implementation, in practice this right is still a distant reality of many indigenous schools. To this end, it is necessary to open dialogue and epistemic exchanges that understand diverse knowledges in an equitable way. This premise confronts us with the challenge of the decolonization of knowledge, especially that conveyed in indigenous schools.RESUMEN. Este artículo presenta experiencias educativas desarrolladas con pueblos indígenas en la Amazonía brasileña, a partir de investigaciones documentales en diálogo con relatos de experiencias docentes de los primeros autores de este texto. Así, proponemos dialogar a partir de la siguiente pregunta: ¿cómo se moviliza el conocimiento indígena en el contexto escolar amazónico? Para ello, establecimos como objetivo general reflexionar sobre la forma en que se conciben los saberes indígenas en el contexto escolar amazónico, a partir de un diálogo con los relatos de experiencias docentes con la educación escolar indígena. Desde esta perspectiva, entendemos que la Educación Escolar Indígena comprende acciones educativas formales ofrecidas bajo la supervisión del Estado a los pueblos indígenas, a diferencia de la educación indígena, que se realiza en la comunidad a través de la convivencia social, dependiendo de las diversas perspectivas de cada pueblo indígena. Observamos que si bien existen leyes y políticas públicas, conquistadas por colectivos indígenas, que abogan por una educación escolar diferenciada, bilingüe, intercultural y comunitaria, así como brindan las condiciones para su implementación, en la práctica este derecho es aún una realidad lejana de muchas escuelas indígenas. Para ello, es necesario abrir el diálogo y los intercambios epistémicos que comprendan los diversos saberes de manera equitativa. Esta premisa nos enfrenta al desafío de la descolonización de los saberes, especialmente los que se transmiten en las escuelas indígenas.ABSTRACT. This article presents educational experiences developed with indigenous peoples in the Brazilian Amazon, based on documentary research in dialogue with reports of teaching experiences of the first authors of this text. Thus, we propose to dialogue based on the following question: how is indigenous knowledge mobilized in the Amazonian school context? To this end, we established as a general objective to reflect on the way indigenous knowledge is conceived in the Amazonian school context, based on a dialogue with the reports of teaching experiences with indigenous school education. From this perspective, we understand that Indigenous School Education comprises formal educational actions offered under the supervision of the State to indigenous peoples, unlike indigenous education, which is carried out in the community through social coexistence, depending on the diverse perspectives of each indigenous people. We observed that although there are laws and public policies, conquered by indigenous collectives, that advocate a differentiated, bilingual, intercultural and community school education, as well as provide the conditions for its implementation, in practice this right is still a distant reality of many indigenous schools. To this end, it is necessary to open dialogue and epistemic exchanges that understand diverse knowledges in an equitable way. This premise confronts us with the challenge of the decolonization of knowledge, especially that conveyed in indigenous schools.Este artigo apresenta experiências educacionais desenvolvidas com povos indígenas na Amazônia Brasileira e foi realizado a partir de uma pesquisa documental em diálogo com relatos de experiências docentes dos primeiros autores deste texto. Assim, nos propomos a dialogar com base na seguinte indagação: de que modo os saberes indígenas são mobilizados no contexto escolar amazônico? Para tanto, estabelecemos como objetivo geral refletir sobre o modo como saberes indígenas são concebidos no contexto escolar amazônico a partir de um diálogo com os relatos de experiências docentes com a educação escolar indígena. Nessa perspectiva, entendemos que a Educação Escolar Indígena compreende ações educativas formais ofertadas sob supervisão do Estado para povos indígenas, diferentemente da educação indígena, que se realiza na comunidade por meio das convivências sociais, a depender das diversas perspectivas de cada povo indígena. Observamos que embora haja leis e políticas públicas, conquistadas pelos coletivos indígenas, que preconizam uma educação escolar diferenciada, bilíngue, intercultural e comunitária, bem como preveem as condições para a sua efetivação, na prática esse direito ainda é uma realidade distante de muitas escolas indígenas. Para tanto, é necessária uma abertura de diálogo e trocas epistêmicas que compreendam os saberes diversos de forma equânime. Essa premissa nos coloca diante do desafio da decolonização de saberes, sobretudo os veiculados nas escolas indígenas. Palavras-chave: povos indígenas, saberes indígenas, educação escolar, Amazônia Brasileira. Indigenous peoples and school education in the Brazilian Amazon: teaching experiences ABSTRACT. This article presents educational experiences developed with indigenous peoples in the Brazilian Amazon, based on documentary research in dialogue with reports of teaching experiences of the first authors of this text. Thus, we propose to dialogue based on the following question: how is indigenous knowledge mobilized in the Amazonian school context? To this end, we established as a general objective to reflect on the way indigenous knowledge is conceived in the Amazonian school context, based on a dialogue with the reports of teaching experiences with indigenous school education. From this perspective, we understand that Indigenous School Education comprises formal educational actions offered under the supervision of the State to indigenous peoples, unlike indigenous education, which is carried out in the community through social coexistence, depending on the diverse perspectives of each indigenous people. We observed that although there are laws and public policies, conquered by indigenous collectives, that advocate a differentiated, bilingual, intercultural and community school education, as well as provide the conditions for its implementation, in practice this right is still a distant reality of many indigenous schools. To this end, it is necessary to open dialogue and epistemic exchanges that understand diverse knowledges in an equitable way. This premise confronts us with the challenge of the decolonization of knowledge, especially that conveyed in indigenous schools. Keywords: Indigenous peoples, indigenous knowledge, school education, Brazilian Amazon. Pueblos indígenas y educación escolar en la Amazonía Brasileña: experiencias pedagógicas RESUMEN. Este artículo presenta experiencias educativas desarrolladas con pueblos indígenas en la Amazonía brasileña, a partir de investigaciones documentales en diálogo con relatos de experiencias docentes de los primeros autores de este texto. Así, proponemos dialogar a partir de la siguiente pregunta: ¿cómo se moviliza el conocimiento indígena en el contexto escolar amazónico? Para ello, establecimos como objetivo general reflexionar sobre la forma en que se conciben los saberes indígenas en el contexto escolar amazónico, a partir de un diálogo con los relatos de experiencias docentes con la educación escolar indígena. Desde esta perspectiva, entendemos que la Educación Escolar Indígena comprende acciones educativas formales ofrecidas bajo la supervisión del Estado a los pueblos indígenas, a diferencia de la educación indígena, que se realiza en la comunidad a través de la convivencia social, dependiendo de las diversas perspectivas de cada pueblo indígena. Observamos que si bien existen leyes y políticas públicas, conquistadas por colectivos indígenas, que abogan por una educación escolar diferenciada, bilingüe, intercultural y comunitaria, así como brindan las condiciones para su implementación, en la práctica este derecho es aún una realidad lejana de muchas escuelas indígenas. Para ello, es necesario abrir el diálogo y los intercambios epistémicos que comprendan los diversos saberes de manera equitativa. Esta premisa nos enfrenta al desafío de la descolonización de los saberes, especialmente los que se transmiten en las escuelas indígenas. Palabras clave: pueblos indígenas, saberes indígenas, educación escolar, Amazonía Brasileña.Universidade Federal do Tocantins2023-10-21info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersion"Avaliado pelos pares"application/pdftext/htmlhttps://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/1527410.20873/uft.rbec.e15274Brazilian Journal of Rural Education; Bd. 8 (2023): Publicação Contínua / Continuous Publication; e15274Brazilian Journal of Rural Education; Vol. 8 (2023): Publicação Contínua / Continuous Publication; e15274Revista Brasileña de Educación Rural; Vol. 8 (2023): Publicação Contínua / Continuous Publication; e15274Brazilian Journal of Rural Education; Vol. 8 (2023): Publicação Contínua / Continuous Publication; e15274Revista Brasileira de Educação do Campo; v. 8 (2023): Publicação Contínua / Continuous Publication; e152742525-4863reponame:Revista Brasileira de Educação do Campoinstname:Universidade Federal do Tocantins (UFT)instacron:UFTporhttps://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/15274/21654https://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/15274/21655Copyright (c) 2023 Dilma Costa Ferreira, Rossini Pereira Maduro, Thelma Lima da Cunha Ramos, Wellen Crystinne de Araújo Sousa e Silva, Idemar Vizolli, José Vicente de Souza Aguiar, Carolina Brandão Gonçalves, Leila Adriana Baptaglinhttp://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessCosta Ferreira, Dilma Pereira Maduro, RossiniLima da Cunha Ramos, Thelmade Araújo Sousa e Silva, Wellen CrystinneVizolli, Idemarde Souza Aguiar, José VicenteBrandão Gonçalves, CarolinaBaptaglin, Leila Adriana2024-03-25T18:07:59Zoai:ojs.revista.uft.edu.br:article/15274Revistahttps://sistemas.uft.edu.br/periodicos/index.php/campoPUBhttps://sistemas.uft.edu.br/periodicos/index.php/campo/oaigustavo.araujo@uft.edu.br||rbec@uft.edu.br||gustavo.araujo@uft.edu.br|| rbec@uft.edu.br2525-48632525-4863opendoar:2024-03-25T18:07:59Revista Brasileira de Educação do Campo - Universidade Federal do Tocantins (UFT)false |
dc.title.none.fl_str_mv |
Indigenous peoples and school education in the Brazilian Amazon: teaching experiences Indigenous peoples and school education in the Brazilian Amazon: teaching experiences Pueblos indígenas y educación escolar en la Amazonía Brasileña: experiencias pedagógicas Indigenous peoples and school education in the Brazilian Amazon: teaching experiences Povos indígenas e educação escolar na Amazônia Brasileira: experiências docentes |
title |
Indigenous peoples and school education in the Brazilian Amazon: teaching experiences |
spellingShingle |
Indigenous peoples and school education in the Brazilian Amazon: teaching experiences Costa Ferreira, Dilma |
title_short |
Indigenous peoples and school education in the Brazilian Amazon: teaching experiences |
title_full |
Indigenous peoples and school education in the Brazilian Amazon: teaching experiences |
title_fullStr |
Indigenous peoples and school education in the Brazilian Amazon: teaching experiences |
title_full_unstemmed |
Indigenous peoples and school education in the Brazilian Amazon: teaching experiences |
title_sort |
Indigenous peoples and school education in the Brazilian Amazon: teaching experiences |
author |
Costa Ferreira, Dilma |
author_facet |
Costa Ferreira, Dilma Pereira Maduro, Rossini Lima da Cunha Ramos, Thelma de Araújo Sousa e Silva, Wellen Crystinne Vizolli, Idemar de Souza Aguiar, José Vicente Brandão Gonçalves, Carolina Baptaglin, Leila Adriana |
author_role |
author |
author2 |
Pereira Maduro, Rossini Lima da Cunha Ramos, Thelma de Araújo Sousa e Silva, Wellen Crystinne Vizolli, Idemar de Souza Aguiar, José Vicente Brandão Gonçalves, Carolina Baptaglin, Leila Adriana |
author2_role |
author author author author author author author |
dc.contributor.author.fl_str_mv |
Costa Ferreira, Dilma Pereira Maduro, Rossini Lima da Cunha Ramos, Thelma de Araújo Sousa e Silva, Wellen Crystinne Vizolli, Idemar de Souza Aguiar, José Vicente Brandão Gonçalves, Carolina Baptaglin, Leila Adriana |
description |
ABSTRACT. This article presents educational experiences developed with indigenous peoples in the Brazilian Amazon, based on documentary research in dialogue with reports of teaching experiences of the first authors of this text. Thus, we propose to dialogue based on the following question: how is indigenous knowledge mobilized in the Amazonian school context? To this end, we established as a general objective to reflect on the way indigenous knowledge is conceived in the Amazonian school context, based on a dialogue with the reports of teaching experiences with indigenous school education. From this perspective, we understand that Indigenous School Education comprises formal educational actions offered under the supervision of the State to indigenous peoples, unlike indigenous education, which is carried out in the community through social coexistence, depending on the diverse perspectives of each indigenous people. We observed that although there are laws and public policies, conquered by indigenous collectives, that advocate a differentiated, bilingual, intercultural and community school education, as well as provide the conditions for its implementation, in practice this right is still a distant reality of many indigenous schools. To this end, it is necessary to open dialogue and epistemic exchanges that understand diverse knowledges in an equitable way. This premise confronts us with the challenge of the decolonization of knowledge, especially that conveyed in indigenous schools. |
publishDate |
2023 |
dc.date.none.fl_str_mv |
2023-10-21 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion "Avaliado pelos pares" |
format |
article |
status_str |
publishedVersion |
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https://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/15274 10.20873/uft.rbec.e15274 |
url |
https://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/15274 |
identifier_str_mv |
10.20873/uft.rbec.e15274 |
dc.language.iso.fl_str_mv |
por |
language |
por |
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https://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/15274/21654 https://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/15274/21655 |
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http://creativecommons.org/licenses/by/4.0 info:eu-repo/semantics/openAccess |
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http://creativecommons.org/licenses/by/4.0 |
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openAccess |
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application/pdf text/html |
dc.publisher.none.fl_str_mv |
Universidade Federal do Tocantins |
publisher.none.fl_str_mv |
Universidade Federal do Tocantins |
dc.source.none.fl_str_mv |
Brazilian Journal of Rural Education; Bd. 8 (2023): Publicação Contínua / Continuous Publication; e15274 Brazilian Journal of Rural Education; Vol. 8 (2023): Publicação Contínua / Continuous Publication; e15274 Revista Brasileña de Educación Rural; Vol. 8 (2023): Publicação Contínua / Continuous Publication; e15274 Brazilian Journal of Rural Education; Vol. 8 (2023): Publicação Contínua / Continuous Publication; e15274 Revista Brasileira de Educação do Campo; v. 8 (2023): Publicação Contínua / Continuous Publication; e15274 2525-4863 reponame:Revista Brasileira de Educação do Campo instname:Universidade Federal do Tocantins (UFT) instacron:UFT |
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Universidade Federal do Tocantins (UFT) |
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UFT |
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UFT |
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Revista Brasileira de Educação do Campo |
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Revista Brasileira de Educação do Campo |
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Revista Brasileira de Educação do Campo - Universidade Federal do Tocantins (UFT) |
repository.mail.fl_str_mv |
gustavo.araujo@uft.edu.br||rbec@uft.edu.br||gustavo.araujo@uft.edu.br|| rbec@uft.edu.br |
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