CHALLENGES OF CURRICULUM DEVELOPMENT FOR INDIGENOUS EDUCATION: THOUGHTS AND ALTERNATIVES OF THE KARAJÁ XAMBIOÁ AND GUARANI PEOPLES
Pedagogical and epistemological experiences developed in the undergraduate course of Licenciatura Intercultural at Universidade Federal de Goiás have contributed to the unveiling of important aspects concerning indigenous school education inserted in contemporary intercultural relations in which Bra...
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2013 |
| País: | Brasil |
| Institución: | Universidade Federal do Rio Grande do Sul (UFRGS) |
| Repositorio: | Revista Espaço ameríndio |
| Idioma: | portugués |
| OAI Identifier: | oai:seer.ufrgs.br:article/36105 |
| Acceso en línea: | https://seer.ufrgs.br/index.php/EspacoAmerindio/article/view/36105 |
| Access Level: | acceso abierto |
| Palabra clave: | Educação escolar indígena Currículo Terra Indígena Karajá Xambioá. Elaboração curricular Indigenous school education Curriculum Karajá Xambioá Indigenous Land. |
| Sumario: | Pedagogical and epistemological experiences developed in the undergraduate course of Licenciatura Intercultural at Universidade Federal de Goiás have contributed to the unveiling of important aspects concerning indigenous school education inserted in contemporary intercultural relations in which Brazilian Indigenous people interact and increasingly become their protagonists. However, many are still the challenges faced in achieving the so acclaimed especific, differentiated and consistent with the Indigenous peoples’ life projects and sustainability school education, a constitutionally guaranteed right in Brazil. Concerning specifically to the pedagogical management, curriculum development and implementation certainly is one of the main dimensions of these challenges. Thus, this paper proposes a presentation of the foundations for the construction of curriculum matrices form the experiences developed during Karajá Xambioá and Guarani’s teacher trainning, highlighting the contextual dimension of local knowledge form an intercultural and transdisciplinary perspective. |
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