scholarly journals Reconhecer e valorizar os saberes e práticas indígenas

2020 ◽  
Vol 28 ◽  
pp. 70
Author(s):  
Kaizo Iwakami Beltrao ◽  
Juliane Sachser Angnes
Keyword(s):  
Latin America ◽  
Indigenous Peoples ◽  
Indigenous Education ◽  
Learning Processes ◽  
School Education ◽  
Indigenous Populations ◽  
New Paradigm ◽  
Value System ◽  
Educational Processes ◽  
Historical Trajectory

This dossier presents results of studies that glimpse the experiences of indigenous peoples in the task of satisfying their specific needs in indigenous school education and indigenous education, incorporating from that, their history, beliefs, value system and organizational culture. The socio-historical trajectory for indigenous peoples to achieve their pedagogical autonomy involves the appropriation of educational processes that are linked to both indigenous school education and indigenous education (own learning processes). For indigenous peoples, this path might seem simple, at first, due to the new paradigm of indigenous school education that privileges cultural diversity. However as the indigenous people advance towards the achievement of their own conquest projects, they come across several bureaucratic and difficult issues. In this sense, the guidelines presented here do not reflect all the complexity of the scenarios in which the indigenous populations of Brazil and Latin America find themselves, nor the multiple facets that they can assume. However we hope that the studies socialized here can help and expand the reflections, in addition to serving as an invitation for more and more indigenous populations to have visibility in academic scientific circles.

scholarly journals Educação e povos indígenas: Alguns dados do Censo Escolar (Indígena) no Brasil

2020 ◽  
Vol 28 ◽  
pp. 151
Author(s):  
Kaizô Iwakami Beltrão ◽  
Juliane Sachser Angnes
Keyword(s):  
Latin America ◽  
Indigenous Peoples ◽  
Indigenous Education ◽  
Learning Processes ◽  
School Education ◽  
Indigenous Populations ◽  
New Paradigm ◽  
Value System ◽  
Educational Processes ◽  
Historical Trajectory

This second dossier, as well as the first organized by us - Kaizô and Juliane – in May of 2020 presents results of studies that glimpse the experiences of indigenous peoples in the task of satisfying their specific needs in indigenous school education and indigenous education, incorporating from that, their history, beliefs, value system and organizational culture. The socio-historical trajectory for indigenous peoples to achieve their pedagogical autonomy involves the appropriation of educational processes that are linked to both indigenous school education and indigenous education (own learning processes). For indigenous peoples, this path might seem simple, at first, due to the new paradigm of indigenous school education that privileges cultural diversity. However as the indigenous people advance towards the achievement of their own conquest projects, they come across several bureaucratic and difficult issues. In this sense, the guidelines presented here do not reflect all the complexity of the scenarios in which the indigenous populations of Brazil and Latin America find themselves, nor the multiple facets that they can assume. However we hope that the studies socialized here can help and expand the reflections, in addition to serving as an invitation for more and more indigenous populations to have visibility in academic scientific circles.

scholarly journals Pueblos originários y educación: De la colonialidad a las experiências decoloniales en Brasil y Chile

2020 ◽  
Vol 28 ◽  
pp. 163
Author(s):  
Juan Guillermo Mansilla ◽  
José Rubens Lima Jardilino
Keyword(s):  
Latin America ◽  
Indigenous Peoples ◽  
Latin American ◽  
Indigenous Education ◽  
Theoretical Perspective ◽  
Return Of Results ◽  
Documentary Analysis ◽  
Abstract Knowledge ◽  
History Of ◽  
Written Sources

This article on the education of indigenous peoples in Latin America is a synthesis of an approximation of studies on the history of Education of indigenous peoples (schooling), taking Brazil and Chile as a case study. It represents an effort of reflection of two researchers of the History of Latin American Education Society (SHELA), who have been studying Indigenous Education or Indigenous School Education in Chile and Brazil, from the theoretical perspective of “coloniality and decoloniality” of indigenous peoples in Latin America. The research is based on a comprehensive-interpretative paradigm, whose method is linked to the type of qualitative historiographic descriptive research considering primary and secondary written sources, complemented with visual data (photographs). The documentary analysis was made from material based on primary written sources, secondary and unobtrusive personal documents. The study included three distinct phases in the process of producing results: 1) a critical review of the data of our previous research, in addition to the bibliographic review of research results regarding the presence of the school in other indigenous cultures of the Americas; 2) capturing and processing of new data; and 3) validation and return of results with the research participants. Content analysis was carried out in order to reveal nuclei of central abstract knowledge, endowed with meaning and significance from the perspective of the producers of the discourse, as well as knowledge expressed concretely in the texts, including their latent contents.

scholarly journals Bibliometric study of Brazilian theses and dissertations (1996-2018) on specific and differentiated teaching materials for indigenous populations

2020 ◽  
pp. 1-26
Author(s):  
Maria Cristina Piumbato Innocentini Hayashi ◽  
Alexandre Masson Maroldi ◽  
Carlos Roberto Massao Hayashi
Keyword(s):  
Indigenous Peoples ◽  
Temporal Evolution ◽  
Graduate Programs ◽  
School Education ◽  
Indigenous Populations ◽  
Teaching Materials ◽  
Graduate Studies ◽  
Descriptive Research ◽  
Theses And Dissertations ◽  
Differentiated Teaching

In the academic sphere, the debate on the elaboration of specific and differentiated teaching materials for indigenous peoples has been frequent in order to break their invisibility in the context of school education. In order to investigate how this debate permeates the works defended in graduate programs in Brazil, and seeking answers on how this scientific production is configured, an exploratory and descriptive research was carried out, with bibliometric and content approaches. Data were collected at the Brazilian Digital Library of Theses and Dissertations (BDTD/IBICT) using the expressions “indigenous teaching materials” and “indigenous teaching books”, which resulted in dissertations (n=29) and theses (n=3). The bibliometric analysis of the works revealed the temporal evolution (1996-2018), the institutions (n=17), geographic regions (n=5) and areas of the graduate programs (n=11). The content analysis exposed the objectives (n=4); the typology of teaching materials (n=8); the levels of education (n=2), the disciplines (n=5) and the ethnic groups (n=42) to which these teaching materials are destined. It was concluded that although important, there are still few graduate studies that have accepted the challenges and complexity inherent in the elaboration and analysis of specific didactic materials in the context of indigenous school education. This requires a more critical look at the representation and participation of indigenous peoples in the preparation of these materials.

scholarly journals Indigenous access to improved sanitation in Latin America and the Caribbean

2017 ◽  
Author(s):  
Chloé Meyer
Keyword(s):  
Latin America ◽  
Indigenous Peoples ◽  
Information Access ◽  
Indigenous Populations ◽  
Human Right ◽  
Sanitation Services ◽  
Chronic Poverty ◽  
Improved Sanitation ◽  
Access To Water ◽  
Latin America And Caribbean

This layer presents the percentage of Indigenous people who have access to improved sanitation services in 11 countries of the Latin America and Caribbean (LAC) region.In LAC, Indigenous peoples are 26 percent less likely to have access to to improved sanitation than the region’s Non-Indigenous populations. Lack of access to Water Supply and Sanitation (WSS) services perpetuates chronic poverty. Extending the human right of access to WSS services to Indigenous peoples represents the final step for many countries of the region to reach universal water coverage.For more information, access the report here: https://openknowledge.worldbank.org/bitstream/handle/10986/25405/110266-WP-Toolkit-Indigenous-Peoples-and-WSS-in-LAC-PUBLIC.pdf?sequence=1&isAllowed=yAccessibilitySanitationPopulation

scholarly journals Indigenous access to piped water in Latin America and the Caribbean

2017 ◽  
Author(s):  
Chloé Meyer
Keyword(s):  
Latin America ◽  
Indigenous Peoples ◽  
Information Access ◽  
Indigenous Populations ◽  
Human Right ◽  
Chronic Poverty ◽  
Piped Water ◽  
Access To Water ◽  
Latin America And Caribbean ◽  
Right Of Access

This layer presents the percentage of Indigenous people who have access to piped water services in 13 countries of the Latin America and Caribbean (LAC) region. In LAC, Indigenous peoples are 10 to 25 percent less likely to have access to piped water than the region’s Non-Indigenous populations. Lack of access to Water Supply and Sanitation (WSS) services perpetuates chronic poverty. Extending the human right of access to WSS services to Indigenous peoples represents the final step for many countries of the region to reach universal water coverage.sFor more information, access the report here: https://openknowledge.worldbank.org/bitstream/handle/10986/25405/110266-WP-Toolkit-Indigenous-Peoples-and-WSS-in-LAC-PUBLIC.pdf?sequence=1&isAllowed=yAccessibilityDrinking waterPopulation

scholarly journals Conversations on Indigenous Education, Progress, and Social Justice in Peru (Conversaciones sobre Educación Indígena, Progreso, y Justicia Social en el Perú) (pp. 10-25)

2013 ◽  
Vol 15 (3) ◽  
Author(s):  
Elizabeth Alva Sumida Huaman
Keyword(s):  
Indigenous Peoples ◽  
Indigenous Education ◽  
Indigenous Populations ◽  
Font Size ◽  
Educational Design ◽  
English Only ◽  
Nation States ◽  
Material Gain ◽  
Indigenous Participation ◽  
Globalized World

<div>This article attempts to contribute to our expanding definitions of Indigenous education within a globalized world. Additionally, the article critiques notions of progress modeled by powerful nation-states due to their histories based on the intended consequences of marginalizing Indigenous populations for the purposes of material gain. Last, global discourses on meaningful Indigenous participation in educational design are discussed as they illuminate culturally and politically based movements that defy singular narratives of Indigenous peoples and education. (This article is provided in English only.)</div><div><span style="font-size: 10px;"><p>~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~</p><p><span style="font-size: 10px;">Este art&iacute;culo intenta expandir nuestras definiciones de educaci&oacute;n en el contexto de un mundo globalizado. De esta manera, el art&iacute;culo presenta una cr&iacute;tica a las ideas de progreso que han sido impuestas por estados-naciones que concentran el poder. Se argumenta que esta imposici&oacute;n es el resultado de procesos hist&oacute;ricos basados en la marginalizaci&oacute;n de poblaciones Ind&iacute;genas con el prop&oacute;sito de enriquecer materialmente a las sociedades occidentales. La discusi&oacute;n finalmente se enfoca en los discursos globales que enfatizan la relevancia de la participaci&oacute;n Ind&iacute;gena en el dise&ntilde;o de la educaci&oacute;n, y que destacan la contribuci&oacute;n de los movimientos pol&iacute;ticos y culturales al desaf&iacute;o de los discursos esencializados sobre los pueblos Ind&iacute;genas y sus relaciones con el desarrollo de educaci&oacute;n. &nbsp;(Este art&iacute;culo se ofrece solamente en ingl&eacute;s.)</span></p></span></div><div><br /></div><!--EndFragment-->

scholarly journals Changing the subject in teacher education: Centering Indigenous, diasporic, and settler colonial relations

2013 ◽  
Vol 4 (2) ◽  
Author(s):  
Dr Martin John Cannon
Keyword(s):  
Teacher Education ◽  
Indigenous Peoples ◽  
Indigenous Education ◽  
Pedagogical Practices ◽  
Indigenous Populations ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Praxis I ◽  
Approach To Teaching ◽  
The Subject

This paper suggests that, so long as we are focused on racism and colonialism as an exclusively Indigenous struggle, we fail to engage non-Indigenous peoples as “allies” of Indigenous education and sovereignty.  My goal is to place a developing literature on settler-Indigenous alliances into a productive and more explicit dialogue with anti-oppressive educational theory and praxis.  I address two critical questions: 1) How might we engage structurally privileged learners, some of whom are non-Indigenous peoples, to think about colonial dominance and racism in Canada? and 2) How might we work in coalition with privileged learners—and especially with new Canadians—to consider matters of land, citizenship, and colonization?  I conclude by identifying a series of pedagogical practices aimed at the troubling of normalcy—an approach to teaching that disrupts the binary of self/Other.  I consider briefly in turn the implications of this pedagogy for decolonization, the invigoration of teacher education programs in Canada, and the building and rejuvenation of relationships between Indigenous peoples and settler, diasporic, and migrant Indigenous populations.

scholarly journals Non-Indigenous access to improved sanitation in Latin America and the Caribbean

2017 ◽  
Author(s):  
Chloé Meyer
Keyword(s):  
Latin America ◽  
Indigenous Peoples ◽  
Information Access ◽  
Indigenous Populations ◽  
Human Right ◽  
Sanitation Services ◽  
Chronic Poverty ◽  
Improved Sanitation ◽  
Access To Water ◽  
Latin America And Caribbean

This layer presents the percentage of Non-Indigenous people who have access to improved sanitation services in 11 countries of the Latin America and Caribbean (LAC) region.In LAC, Indigenous peoples are 26 percent less likely to have access to to improved sanitation than the region’s Non-Indigenous populations. Lack of access to Water Supply and Sanitation (WSS) services perpetuates chronic poverty. Extending the human right of access to WSS services to Indigenous peoples represents the final step for many countries of the region to reach universal water coverage.For more information, access the report here: https://openknowledge.worldbank.org/bitstream/handle/10986/25405/110266-WP-Toolkit-Indigenous-Peoples-and-WSS-in-LAC-PUBLIC.pdf?sequence=1&isAllowed=yAccessibilitySanitationPopulation

scholarly journals Non-Indigenous access to piped water in Latin America and the Caribbean

2017 ◽  
Author(s):  
Chloé Meyer
Keyword(s):  
Latin America ◽  
Indigenous Peoples ◽  
Information Access ◽  
Indigenous Populations ◽  
Human Right ◽  
Chronic Poverty ◽  
Piped Water ◽  
Access To Water ◽  
Latin America And Caribbean ◽  
Right Of Access

This layer presents the percentage of Non-Indigenous people who have access to piped water services in 13 countries of the Latin America and Caribbean (LAC) region. In LAC, Indigenous peoples are 10 to 25 percent less likely to have access to piped water than the region’s Non-Indigenous populations. Lack of access to Water Supply and Sanitation (WSS) services perpetuates chronic poverty. Extending the human right of access to WSS services to Indigenous peoples represents the final step for many countries of the region to reach universal water coverage.For more information, access the report here: https://openknowledge.worldbank.org/bitstream/handle/10986/25405/110266-WP-Toolkit-Indigenous-Peoples-and-WSS-in-LAC-PUBLIC.pdf?sequence=1&isAllowed=yAccessibilityDrinking waterPopulation

scholarly journals Indigenous Educational Attainment in Canada

2014 ◽  
Vol 5 (3) ◽  
Author(s):  
Catherine E. Gordon ◽  
Jerry P. White
Keyword(s):  
High School ◽  
Educational Attainment ◽  
First Nations ◽  
Indigenous Peoples ◽  
School Education ◽  
High School Education ◽  
Indigenous Populations ◽  
Positive Side ◽  
The Government ◽  
Government Of Canada

In this article, the educational attainment of Indigenous peoples of working age (25 to 64 years) in Canada is examined. This diverse population has typically had lower educational levels than the general population in Canada. Results indicate that, while on the positive side there are a greater number of highly educated Indigenous peoples, there is also a continuing gap between Indigenous and non-Indigenous peoples. Data also indicate that the proportion with less than high school education declined, which corresponds with a rise of those with a PSE; the reverse was true in 1996. Despite these gains, however, the large and increasing absolute numbers of those without a high school education is alarming. There are intra-Indigenous differences: First Nations with Indian Status and the Inuit are not doing as well as non-Status and Métis peoples. Comparisons between the Indigenous and non-Indigenous populations reveal that the documented gap in post-secondary educational attainment is at best stagnant. Out of the data analysis, and based on the history of educational policy, we comment on the current reform proposed by the Government of Canada, announced in February of 2014, and propose several policy recommendations to move educational attainment forward.

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