Inovação educacional entre os Guarani Mbya da aldeia Tenonde Porã

Bibliographic Data

ID5817530
AuthorsDouglas Ladislau Dos Santos (0000-0002-1920-4885, corresponding author)
Year2017
Publication date2017-06-24
Peer ReviewedYes
Open AccessYes
TypeTHESIS
PublisherUniversidade de São Paulo. Agência de Bibliotecas e Coleções Digitais (PUBLISHER)
DOI10.11606/d.48.2017.tde-10052017-135328
OpenAlexW2631249787
LanguagePT
Citations received1
References cited4

The object of this study are the relations that the various Amerindian peoples establish with the schooling package that is offered to them, by looking at their current school educational proposals, conceived both as a right and as a public policy.Considering that each Indigenous group experiences the schooling institution in its own way, an ethnographic research was carried out as an instance of indigenous school education.The research problem proposed is: which aspects at Gwyra Pepo Guarani Indigenous State School may be considered innovative?The focalized hypothesis suggested the presence of dominant guiding principles for school practices, both Indigenous and non Indigenous, that could be reinvented, subverted, updated, strengthened.Carrying out an education that is different from, or that produces differences in regards to, the dominant principles was considered educational innovation.The result of this case study confirmed the hypothesis.It concludes that the Mbya from Tenonde Porã strive daily to produce transformative effects in some aspects of the dominant school model, managing their school in order to guarantee their rights, while working towards greater control of their relations with the surrounding society and trying to find resources for their village

Ethnography · Indigenous · Institution · Pedagogy · Political science · Social science · Sociology · Transformative learning · Anthropology · Indigenous Health and Education · Ecology

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