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A autonomia como valor e articulação de possibilidades: o movimento dos professores indígenas do Amazonas, de Roraima e do Acre e a construção de uma política de educação escolar indígena The autonomy as value and the articulation of possibilities: the indigenous movement from Amazon, Roraima and Acre and the construction of an indigenous school education policy

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dc.creator Rosa Helena Dias da Silva
dc.date 1999-12-01T00:00:00Z
dc.date.accessioned 2015-07-20T22:11:34Z
dc.date.available 2015-07-20T22:11:34Z
dc.identifier 10.1590/S0101-32621999000200006
dc.identifier 0101-3262
dc.identifier 1678-7110
dc.identifier https://doaj.org/article/df8f76bc8d964d6c971ff399927b5c15
dc.identifier.uri http://evidence.thinkportal.org/handle/123456789/14495
dc.description O presente artigo procura verificar o papel cultural-político-pedagógico do movimento dos professores indígenas do Amazonas, de Roraima e do Acre na construção de uma política indígena de educação escolar. Trabalha-se com a concepção de "escola indígena" como nova forma de instituição educacional, definindo-a a serviço de cada povo, como instrumento de afirmação e reelaboração cultural. Uma escola que contribua na conquista de espaço político - no campo da educação - pelos povos indígenas, dentro do Estado brasileiro, buscando novas relações interculturais, no marco do reconhecimento do Brasil como país pluricultural, assim como a superação da perspectiva integracionista, contrapondo-se, assim, à idéia e à realidade das "escolas para os índios". São analisados ainda os limites e as possibilidades das escolas indígenas, como recurso político-cultural de afirmação das identidades no confronto com a realidade atual, ou em seu enfrentamento, no que se refere ao contato interétnico.<br>The present article tries to verify the cultural-political-pedagogical role of the indigenous teachers movement from Amazon, Roraima and Acre in the construction of an indigenous school policy. The work itself is about the conception of "indigenous school" as a new form of education institution, defining it for the service of each indigenous people as an instrument of affirmation and cultural re-elaboration. A school that can contribute to the conquest of a political place - in the field of education - by indigenous people, in the Brazilian State, searching for new intercultural relations, in the mark of the Brazilian recognition as a country of cultural plurality, even though the overcoming of an integrating perspective, counterparting, this way, to the reality idea of "schools for indigenous people". Yet the limits have been analyzed and the possibilities of the indigenous schools, as a political-cultural resource of affirmation of the identities in the confrontation with current reality, or in its confrontation referring to the inter-ethnic contact.
dc.language Spanish
dc.language Portuguese
dc.language English
dc.publisher Centro de Estudos Educação e Sociedade
dc.relation http://www.scielo.br/scielo.php?script=sci_arttext&pid=S0101-32621999000200006
dc.relation https://doaj.org/toc/0101-3262
dc.relation https://doaj.org/toc/1678-7110
dc.rights CC BY-NC
dc.source Cadernos Cedes, Vol 19, Iss 49, Pp 62-75 (1999)
dc.subject Autonomia
dc.subject movimento indígena
dc.subject educação escolar
dc.subject Education (General)
dc.subject L7-991
dc.subject Education
dc.subject L
dc.subject DOAJ:Education
dc.subject DOAJ:Social Sciences
dc.subject Sociology (General)
dc.subject HM401-1281
dc.subject Social Sciences
dc.subject H
dc.subject DOAJ:Sociology
dc.subject DOAJ:Social Sciences
dc.subject Education (General)
dc.subject L7-991
dc.subject Education
dc.subject L
dc.subject DOAJ:Education
dc.subject DOAJ:Social Sciences
dc.subject Sociology (General)
dc.subject HM401-1281
dc.subject Social Sciences
dc.subject H
dc.subject DOAJ:Sociology
dc.subject DOAJ:Social Sciences
dc.subject Education (General)
dc.subject L7-991
dc.subject Education
dc.subject L
dc.subject Sociology (General)
dc.subject HM401-1281
dc.subject Social Sciences
dc.subject H
dc.subject Education (General)
dc.subject L7-991
dc.subject Education
dc.subject L
dc.subject Sociology (General)
dc.subject HM401-1281
dc.subject Social Sciences
dc.subject H
dc.subject Education (General)
dc.subject L7-991
dc.subject Education
dc.subject L
dc.subject Sociology (General)
dc.subject HM401-1281
dc.subject Social Sciences
dc.subject H
dc.title A autonomia como valor e articulação de possibilidades: o movimento dos professores indígenas do Amazonas, de Roraima e do Acre e a construção de uma política de educação escolar indígena The autonomy as value and the articulation of possibilities: the indigenous movement from Amazon, Roraima and Acre and the construction of an indigenous school education policy
dc.type article


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