Trajectory and intricacies of Indigenous School Education in countries colonized by Spain
Spain was one of the biggest “colonizers” in the world, and its arrival in foreign lands caused a great shock in the education of the indigenous people, starting a new stage in the “education” of the native peoples. In this sense, this article intends to present a study on the trajectory of Indigeno...
| Autores: | , , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2022 |
| País: | Brasil |
| Institución: | Universidade Estadual do Sudoeste da Bahia (UESB) |
| Repositorio: | Revista Odeere |
| Idioma: | portugués |
| OAI Identifier: | oai:periodicos.periodicos2.uesb.br:article/11223 |
| Acceso en línea: | https://periodicos2.uesb.br/index.php/odeere/article/view/11223 |
| Access Level: | acceso abierto |
| Palabra clave: | Assimilação Colonização Educação Escolar Indígena Educação Indígena Retomada Assimilation Colonization Indigenous Education Indigenous School Education Resumption Asimilación Colonización Educación Escolar Indígena Educación Indígena Reanudación |
| Sumario: | Spain was one of the biggest “colonizers” in the world, and its arrival in foreign lands caused a great shock in the education of the indigenous people, starting a new stage in the “education” of the native peoples. In this sense, this article intends to present a study on the trajectory of Indigenous School Education (ISE) in six countries colonized by Spain. From a bibliographic study, a historical clipping of the ISE was made, from the arrival of religious missions and cultural impositions on native peoples until the moment of educational [re]appropriation. The study highlights the protagonism of native peoples in relation to the movement to retake the ISE for the purpose of promoting their culture and traditional knowledge. |
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