scholarly journals A ESCOLA E O ENSINO DO POVO BALATIPONÉ-UMUTINA NO TERRITÓRIO INDÍGENA: a Educação Indígena e a Educação Escolar

2020 ◽  
Vol 7 (13) ◽  
Author(s):  
Eliane Boroponepa Monzilar
Keyword(s):  
Traditional Knowledge ◽  
Cultural Practices ◽  
Participant Observation ◽  
Indigenous Education ◽  
School Education ◽  
School Of Education ◽  
Education Data ◽  
Historical Processes ◽  
School Learning

RESUMOO presente artigo apresenta o estudo relacionado aos processos históricos educativos tradicionais e não tradicionais do povo Balatiponé-Umutina, com ênfase nos impactos, avanços, desafios e ações que consolidaram para resistir e como organizaram para manter viva e reconstruir os saberes tradicionais. O objetivo é contribuir com a discussão referente à educação a partir das lentes dos indígenas Balatiponé-Umutina, do fortalecimento e valorização das práticas culturais. O referido estudo comportará narrativa do ancião, anciã, da juventude, professores da Escola de Educação Indígena Jula Paré, dados obtidos por observação participante, a maior fonte de dados utilizada nessa pesquisa, e fontes bibliográficas. Trata-se de um registro contado por uma indígena pesquisadora e vai proporcionar uma rede de diálogos, ressignificação e a divulgação dos saberes. No espaço da escola há roda de conversa que visa uma interação entre professores, estudantes, pais, liderança, anciãos e comunidade, agregando fazeres culturais, um lugar que conecta o fazer e o aprender. O conhecimento está interligado na preparação da festa tradicional que é realizada no mês de abril, bem como fomenta questões sobre a espiritualidade e a concepção dos jovens de hoje comparada com a geração passada. É imprescindível o conhecimento, o saber da ancestralidade, como foram mesclando o processo de aprendizagem e construindo a partir da visão indígena.SCHOOL AND TEACHING OF THE BALATIPONÉ-UMUTINA PEOPLE IN INDIGENOUS TERRITORY: Indigenous Education and School Education   ABSTRACTThis article presents the study related to the traditional and non-traditional educational historical processes of the Balatiponé-Umutina people, with emphasis on impacts, advances, challenges and actions that consolidated to resist and how they organized to keep alive and rebuild traditional knowledge. The objective is to contribute to the discussion regarding education from the lenses of the Balatiponé-Umutina indigenous, strengthening and valuing cultural practices. This study will contain the narrative of the elder, elder, youth, teachers of the Jula Paré indigenous school of education, data obtained by participant observation and bibliographic sources. It is a record counted by an indigenous researcher and will provide a network of dialogues and the dssemination of knowledge.Keywords: School. Learning. Indigenous Education. Knowledge   

scholarly journals Narrativa da educação indígena e da educação escolar indígena: A escola e o ensino do povo Balatiponé-Umutina

2020 ◽  
Vol 28 ◽  
pp. 77
Author(s):  
Eliane Boroponepa Monzilar
Keyword(s):  
Young People ◽  
Traditional Knowledge ◽  
Participant Observation ◽  
Indigenous Education ◽  
Children And Young People ◽  
Past Generation ◽  
Ancestral Knowledge ◽  
Education Data ◽  
Educational Processes ◽  
Body Painting

This article deals with the study of the narrative of indigenous education and indigenous school education: The school and the teaching of the Balatiponé-Umutina people are interconnected with traditional and non-traditional educational processes focusing on impacts, advances, bottlenecks, challenges and actions that the indigenous Balatiponé-Umutina fought and organized to resist, keep alive and reconstruct the practices of traditional knowledge. The objective is to contribute to the discussion and dialogue regarding indigenous education througt the lens of the indigenous people themselves. It will include reports of elders who are knowledgeable about knowledge, young people, teachers of the Jula Paré school of indigenous education, data obtained by participant observation, its largest source and bibliographical sources. It is a record told by the indigenous researcher belonging to the said people and will promote the strengthening and dissemination of ancestral knowledge. In the school space there is a network of dialogue, an interaction between teachers, students, parents, chief, leaders, elders and community practicing ancestral actions such as dances, songs, language, body painting, stories, rituals and typical foods, crafting, traditional festival, which is held in the month of April, is the place that connects the making and learning of knowledge, as well as fosters questions about the spirituality and the conception of youth of the present compared to the past generation. It is important that elders teach knowledge, traditional knowledge for children and young people so that they can learn, build and rebuild values, be protagonists and have an indigenous Balatiponé-Umutina conception.

scholarly journals A luta do povo Puruborá pela escola: resistências e conquistas / The Puruborá people's struggle for school: resistence and achievements

2017 ◽  
Vol 7 (1) ◽  
pp. 100
Author(s):  
Anatália Daiane de Oliveira ◽  
Marli Lúcia Tonatto Zibetti
Keyword(s):  
Participant Observation ◽  
Indigenous Education ◽  
Document Analysis ◽  
School Education ◽  
Ethnographic Research ◽  
Research Papers ◽  
Historical Aspects ◽  
Political Processes

O texto descreve e analisa os processos históricos e políticos na conquista da escola do povo Puruborá na Aldeia Aperoi, em Seringueiras - Rondônia. A pesquisa de tipo etnográfico fez uso de observação participante registrada em diário de campo, análise documental e entrevistas. Os dados foram analisados por meio de triangulação dos resultados, em diálogo com trabalhos de investigação que discutem a temática da educação escolar indígena, nos aspectos históricos e condições atuais de desenvolvimento. Os resultados indicam que a implantação da escola na referida aldeia é resultado da luta do resistente povo Puruborá.Palavras-chave: Povo Puruborá; Educação escolar indígena; Resistência; Pesquisa etnográfica. ABSTRACT: The text describes and analyzes the historical and political processes in the conquest of the Puruborá people’s school in the Aperoi Village in Seringueiras - Rondônia. The ethnographic research used the participant observation registered in a field diary, document analysis and interviews. The data were analyzed by triangulation of the results, in dialogue with research papers that discuss the thematic of the indigenous education, the historical aspects and current conditions of development. The results indicate that the establishment of the school in that village is the result of the struggle of the resistant Puruborá People.Keywords: Puruporá People; Indigenous school education; Resistance. Ethnographic research.

scholarly journals Educação escolar indígena e saberes tradicionais: A percepção dos professores Pipipã de Kambixuru

2020 ◽  
Vol 28 ◽  
pp. 162
Author(s):  
Ana Carolina Gomes Coimbra ◽  
Maria Luisa Branco
Keyword(s):  
Cultural Diversity ◽  
Traditional Knowledge ◽  
Participant Observation ◽  
School Education ◽  
State School ◽  
Differentiated Curriculum ◽  
Doctoral Research ◽  
Ethnographic Approach ◽  
Great Relevance ◽  
Curriculum Construction

This article is part of a doctoral research that deals with the school education and traditional knowledge of Pipipã de Kambixuru, located in the municipality of Floresta, Pernambuco, Brazil. The reports of the indigenous teachers will be presented on the importance of school education and the inclusion of traditional knowledge, namely medicine, Toré and Jurema Sagrada in the differentiated curriculum of the Joaquim Roseno Indigenous State School in the Travessão do Ouro Village. An ethnographic approach was followed, materializing in a participant observation in the indigenous territory, where interviews were made with the teachers, emphasizing the intercultural process of the curriculum construction and methodologies used in the classes. Traditional knowledge is presented to the community at school and through orality and, despite existing acculturation processes, the indigenous community perseveres in maintaining its legacy. Intercultural discourse contributes to the permanence and resistance of this people, since the cultural diversity in its epistemological concepts and in its practice is of great relevance both for academic construction and for a pedagogy of life.

scholarly journals Ethnoecology of miriti (Mauritia flexuosa, L.f.) fruit extraction in the Brazilian Amazon: knowledge and practices of riverine peoples contribute to the biodiversity conservation

2021 ◽  
Vol 17 (1) ◽  
Author(s):  
Flávio Bezerra Barros ◽  
Fagner Freires de Sousa ◽  
Josiele Pantoja de Andrade ◽  
Fabrício Menezes Ramos ◽  
Camila Vieira-da-Silva
Keyword(s):  
Traditional Knowledge ◽  
Management Practices ◽  
Cultural Practices ◽  
Participant Observation ◽  
Classification Systems ◽  
Palm Tree ◽  
Market Demand ◽  
Euterpe Oleracea ◽  
Structured Interviews ◽  
Mauritia Flexuosa

Abstract Background This article presents, from an ethnoecological perspective, the worldviews, traditional knowledge, and cultural practices of Amazonian riverine people involved in the extraction of miriti fruits (Mauritia flexuosa L.f.), in a context of increasing market demand for miriti fruits and of pressure for the intensification of açaí (Euterpe oleracea Mart.) production on the Sirituba island, in Abaetetuba, Brazil. Methods Methods used were participant observation and non-directive interviews with 22 extractive families of miriti from the Santa Maria and Costa Sirituba communities, on Sirituba Island, in Abaetetuba, Pará, Brazil. Non-structured interviews were used to analyze the knowledge about the species, history of miriti extraction, the traditions, and innovations related to this activity over time. Participant observation took place when riverine individuals were working with miriti fruits, in order to grasp the “codes” that permeate the human-nature relationships embedded in this production system. Results It was verified that the riverine peoples have a great knowledge about the palm tree, which is reflected in their own classification systems and management practices that allow the sustainable extraction of the fruits, avoiding, for example, cutting the miriti palms. In addition, a reciprocity relationship was observed between riverine peoples and miriti palm that are personified and preserved, contributing to the conservation of the species in the floodplain, even with the intensification of açaí (Euterpe oleracea Mart.) production. Another important aspect is the collective work involving all the members of the family, which allows the appropriation of the knowledge about the extraction of miriti by the young, allowing the resistance of the tradition that remains strong, contributing to the sustainability of the practice and conservation of biodiversity in the Amazonian floodplain. Conclusion The k-c-p complex inherent to the riverine universe allows, even in face of the growing commercial demand for miriti fruits and the unchallenged increase in the extraction of this product, the conservation of floodplain biodiversity. Thus, we emphasize the importance of traditional knowledge and practices for biodiversity preservation, and they use them to guide public policies and natural resource management systems, aiming for sustainable ways to manage and use biodiversity.

Indigenous School Education in Brazil

2018 ◽  
Author(s):  
Roseli R. Mello ◽  
Marcondy M. de Souza ◽  
Thaís J. Palomino
Keyword(s):  
Indigenous Education ◽  
Indigenous Communities ◽  
School Education ◽  
Self Determination ◽  
Industrial Society ◽  
International Labor Organization ◽  
International Labor ◽  
Historical Processes ◽  
International Conventions

Self-determination of the original peoples of any nation, preservation of their territories, preservation of traditions, and negotiation of customs facing national cultures are central themes in the debate about and among indigenous peoples in the world. School education is directly linked to such themes as an instrument of acculturation or self-determination and emancipation. As in other countries of the globe, throughout history, what happened and is happening in Brazil is not isolated fact. Current conditions are the product of colonization processes, the development of industrial society, and more recently of globalization. Such historical processes bring struggles, confrontations, transformations, and solidarity. In the legal sphere, international conventions, declarations, and treaties have influenced more or less directly the norms and laws on the subject: from the papal bull and treaties between colonizing kingdoms, to the Declaration of Human Rights, to Convention 169 of the International Labor Organization, the Brazilian indigenous issue, like that of many other countries, is also based on, supported by, or held back by actions, debates, and international interests. But what makes the case of Brazil worthy of relevance for thinking about indigenous education? Two elements make up an answer: the specific way the governors establish relations with the original peoples, and the fact that Brazil has the greatest diversity of indigenous communities.

scholarly journals "So We Thought not to Lose Our Background Completely": Agency and Belonging among South Sudanese Acholi in New Zealand

2021 ◽  
Author(s):  
◽  
Ryan O'Byrne
Keyword(s):  
New Zealand ◽  
Cultural Practices ◽  
Participant Observation ◽  
Full Range ◽  
Fundamental Aspect ◽  
Cultural Performance ◽  
The South ◽  
Community Members ◽  
South Sudanese ◽  
Background Population

<p>The members of the South Sudanese Acholi population in New Zealand are part of the burgeoning number of refugees worldwide. As such, they are at risk of having their personal experiences submerged in the stereotypical view of ‘the refugee experience’. The South Sudanese Acholi community are a small but distinct ethnic sub-community within the wider South Sudanese refugee-background population in New Zealand. One of my primary aims in this thesis is to represent the specifically-situated experiences of individuals from this group within the broader contexts of refugee resettlement. A fundamental aspect of these experiences is the ambiguous and often contradictory senses of belonging which community members describe. Using analysis of the narratives through which these individuals make sense of their resettlement experiences, I determine agency to be an important consideration in experiences of belonging and, therefore, I argue that the role of agency to belonging should be more widely recognised. In this thesis I demonstrate how various attempts by South Sudanese Acholi at cultural (re)production in New Zealand are intimately linked to the many difficulties these individuals experience in resettlement, and particularly to how these difficulties impact the development and maintenance of a sense of belonging. Analyses of individual and common factors demonstrate the importance of belonging to experiences of resettlement. This is apparent throughout all aspects of South Sudanese Acholi’s everyday lives. This thesis is organised around the interlinking nature of three aspects of everyday life: marriage, cultural performance, and discursive practices. A central unifying factor is that each of these aspects of every day experience can be understood as attempts in developing more stable senses of belonging. Data was collected through a combination of participant observation and unstructured interviews. Participant observation was primarily undertaken among the Sudanese Acholi Cultural Association (SACA), a community-organised Acholi cultural performance group. Although not exclusively the focus of this research, the members of this group comprise the basis of my research participants and their resettlement experiences form the basis for my results. A focus on participants’ stories about their lives in resettlement allows analysis of the importance of their everyday practices and perceptions to the ways in which they experience and understand their lives in New Zealand and demonstrates that the on-going interaction between their experiences as refugees and their resettlement experiences are mutually reinforcing. I suggest that if refugees’ own voices and opinions are to be accurately represented, a holistic perspective of the full range of their experiences is required. The ambivalent, multiple, and multifaceted nature of belonging described by South Sudanese Acholi individuals’ is a defining feature of their resettlement experiences. I suggest that South Sudanese Acholi attempts at performing and reproducing their customary cultural practices in New Zealand serve primarily as creative means of adapting to the conditions of resettlement in ways which allow the construction, development, and maintenance of feelings of belonging among community members. However, I also determine that lack of agency is especially important for understanding the ambivalence about belonging South Sudanese Acholi demonstrate when speaking of these resettlement experiences. I argue that behind many of the everyday actions taken by refugees are simultaneous attempts to rediscover a sense of agency and to recreate a foundation for belonging.</p>

Culture and Authenticity Denominations in Bengali-Themed Restaurants

2017 ◽  
pp. 265-287
Author(s):  
Nilanjana Sinha ◽  
Himadri Roy Chaudhuri ◽  
Glyn Atwal ◽  
Sitanath Mazumdar ◽  
Alistair Williams
Keyword(s):  
Cultural Practices ◽  
Participant Observation ◽  
Traditional Values ◽  
Cultural Authenticity ◽  
Socially Constructed ◽  
Depth Interview ◽  
Culture Market ◽  
Global And Local ◽  
Modern Identity ◽  
Culinary Culture

With contemporary consumer sampling diverse fragmented artefacts, mediating authenticity to such multifaceted and paradoxical identity is a growing challenge for the market. Focusing on Bengali-Themed Restaurants (BTRs), an exploratory study attempts to elicit the different versions in which cultural authenticity is crafted and refined by the market to cater the fluidity in modern identity. Based on purposive sampling, fifteen Bengali themed restaurants were shortlisted in the Indian metropolitan city Kolkata where occasion based visits were made across a period of two years (2012-14). A combination of participant observation and in-depth interview was employed in the study. The study gave rise to the concept of ‘market mediated authenticity' which describes the role market is able to influence objective or pseudo forms of authenticity. The study identified the emergence of BTRs with conservative consumption context by endorsing core traditional values and freezing the employed cultural practices; staged culture as a socially constructed and negotiable phenomenon by loading local culinary with new representations of time and place and existential authenticity depicting an extensive commercialized foothold in defining culinary culture. Market plays an intervening role in characterizing authenticity and procreating its multiple forms. Authenticity can be interpreted in terms of the market negotiation between multiple global and local cultural forces.

scholarly journals Youth Start Social Entrepreneurship Program for Kids: Portuguese UKIDS-Case Study

2019 ◽  
Vol 10 (2) ◽  
pp. 33-48 ◽  
Author(s):  
Maria Inês Pinho ◽  
Dárida Fernandes ◽  
Carla Serrão ◽  
Daniela Mascarenhas
Keyword(s):  
Social Entrepreneurship ◽  
Qualitative Methodology ◽  
Basic Education ◽  
Ministry Of Education ◽  
School Of Education ◽  
Self Confidence ◽  
School Learning ◽  
Group Relationships ◽  
Social Competences

Abstract Today’s society has valued entrepreneurship in various sectors of personal and professional life, but the school seems to forget this reality. Aware of this fact, the Portuguese Ministry of Education has created a program, from early childhood education to basic and secondary education, to develop the concept of social entrepreneurship in schools. The Porto Polytechnic Higher School of Education, as an educator of teachers and teachers of the First and Second cycle of Basic Education, joined the European UKIDS project to integrate this theme in the initial and continuous teacher training. In this article we will analyze the data obtained from a UKIDS Portuguese Partner School in the context of continuing teacher education and present some conclusions. The qualitative methodology used allowed us to conclude that the UKIDS project enhanced the valorization of individual capacities, such as creativity, self-confidence, the power of argumentation, as well as the construction of social competences, in interpersonal and group relationships, which are crucial in the formation of a child’s personality in the basic school learning process.

scholarly journals Hmong Textiles, Symmetries, Perception and Culture

Symmetry ◽  
2020 ◽  
Vol 12 (11) ◽  
pp. 1829
Author(s):  
Simeon S. Magliveras
Keyword(s):  
Vietnam War ◽  
Cultural Practices ◽  
Participant Observation ◽  
Oral Traditions ◽  
Gestalt Theory ◽  
Special Issue ◽  
Art And Culture ◽  
Hmong Culture ◽  
Hmong People ◽  
Ethnographic Analysis

As part of this Special Issue, this paper attempts to add to a reflexive discussion and confront the simplistic understanding of why humans construct symmetries. This paper examines Hmong textiles called paj ntaub. The Hmong became a transnational people due to happenstance and the Vietnam War. Despite great trials and tribulations, the Hmong people and their art and culture survived. They express themselves and their identity through oral traditions and cultural practices, one of which is their textiles. The old textile styles, known as paj ntaub, are non-representational symmetric designs. The research for this paper was done in Laos. Grounded research, textual analysis and participant observation were the methods used. Though their textiles are a salient part of Hmong culture, little work has been done on the ontology of paj ntaub. This paper proposes a novel perspective to examining the paj ntaub by using anthropological symmetry, the gestalt theory on perception, and ethnographic analysis of the culture, meanings, and choices in design embedded in the textiles, as well as the process of making of the paj ntaub. This work proposes that the paj ntaub is not merely an expression of identity but a holistic expression in Hmong culture and reflects their relationship to their world.

scholarly journals Medical ethnobotany of herbal practitioners in the Turkestan Range, southwestern Kyrgyzstan

2016 ◽  
Vol 85 (1) ◽  
Author(s):  
Lukas Pawera ◽  
Vladimir Verner ◽  
Celine Termote ◽  
Ishenbay Sodombekov ◽  
Alexander Kandakov ◽  
...  
Keyword(s):  
Medicinal Plants ◽  
Traditional Knowledge ◽  
Participant Observation ◽  
Folk Medicine ◽  
Cultural Value ◽  
Wild Plant ◽  
Plant Resources ◽  
Traditional Use ◽  
Medical Ethnobotany ◽  
Depth Interviews

This study recorded and analyzed traditional knowledge of medicinal plants in the Turkestan Range in southwestern Kyrgyzstan, where ethnobotanical knowledge has been largely under-documented to date. Data was collected through participant observation and both semi-structured and in-depth interviews with 10 herbal specialists. A total of 50 medicinal plant taxa were documented, distributed among 46 genera and 27 botanical families. In folk medicine they are applied in 75 different formulations, which cure 63 human and three animal ailments. Quantitative ethnobotanical indices were calculated to analyze traditional knowledge of the informants and to determine the cultural importance of particular medicinal plants. <em>Ziziphora pamiroalaica</em>, <em>Peganum harmala</em>, and <em>Inula orientalis</em> obtained the highest use value (UV). The best-represented and culturally important families were Lamiaceae, Asteraceae, and Apiaceae. Gastro-intestinal system disorders was the most prevalent ailment category. Most medicinal plants were gathered from nearby environments, however, species with a higher cultural value occurred at distant rather than nearby collection sites. The findings of this study proved the gap in documentation of traditional knowledge in Kyrgyzstan, indicating that further studies on the traditional use of wild plant resources could bring important insights into ecosystems’ diversity with implications to human ecology and bio-cultural diversity conservation in Central Asia.

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