Ethnoeducation and differentiated basic education for indigenous peoples and quilombola communities in Brazil: a challenge for the promotion of ethnodevelopment

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dc.contributor.authorMoraes, Nelson Russo de [UNESP]
dc.contributor.authorSouza, Fernando da Cruz [UNESP]
dc.contributor.institutionUniversidade Estadual Paulista (UNESP)
dc.date.accessioned2023-07-29T11:57:12Z
dc.date.available2023-07-29T11:57:12Z
dc.date.issued2022-01-01
dc.description.abstractThe dialogue in the field of education is undoubtedly one of the most heated in the academic and scientific world, given its interdisciplinary and increasingly complex perspectives, especially given its inclusion challenges even in societies with great cultural diversity. The production and reproduction of knowledge within the historical, anthropological realities and resulting from the rights and public policies aimed at indigenous peoples (original peoples of Brazil) and quilombolas (traditional brazilian communities) is a challenging field for the academy, especially when considering at its core that there will always be social education and school education. This communication produces articulation between three sets of research on ethnoeducation as a subsidy for differentiated school education for indigenous and quilombolas, carried out in two public universities (UNESP and UFT) under the articulation of the research group GEDGS (Group of Studies in Democracy and Management Social), between 2015 and 2021. The first set brings complementary research funded by UNESP and CNPq on the investment of international social organizations in educational projects in traditional Amazonian communities; the second set articulates the results of two researches on public policies for indigenous education and, finally, a last research brings an important perception about orality (including intergenerational) as a vehicle for the production of school knowledge. The research, whose complete documents have already been published, converge to substantial aspects of the quality of differentiated education for indigenous people and quilombolas, which permeates ethnoeducation, in turn based on the concept of ethnodevelopment.en
dc.description.affiliationUniv Estadual Paulista, Tupa, SP, Brazil
dc.description.affiliationUnespUniv Estadual Paulista, Tupa, SP, Brazil
dc.format.extent1-40
dc.identifierhttp://dx.doi.org/10.5902/1984644464516
dc.identifier.citationEducacao. Santa Maria: Univ Federal Santa Maria, v. 47, p. 1-40, 2022.
dc.identifier.doi10.5902/1984644464516
dc.identifier.issn0101-9031
dc.identifier.urihttp://hdl.handle.net/11449/245516
dc.identifier.wosWOS:000890272800001
dc.language.isoeng
dc.publisherUniv Federal Santa Maria
dc.relation.ispartofEducacao
dc.sourceWeb of Science
dc.subjectEthnoeducation
dc.subjectIndigenous school education
dc.subjectPublic education policies
dc.titleEthnoeducation and differentiated basic education for indigenous peoples and quilombola communities in Brazil: a challenge for the promotion of ethnodevelopmenten
dc.typeArtigo
dcterms.rightsHolderUniv Federal Santa Maria
unesp.departmentAdministração - Tupãpt

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Tupã - FCE - Faculdade de Ciências e Engenharia