Indigenous teacher training: University as a territory of resistance?
Indigenous peoples have been dealing with colonizing interventions since the 16th century, including schooling, which was mainly implemented through assimilationist policies. However, since the last decades of the 20th century, indigenous peoples have been intensifying their resistance, affirming an...
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| Autores principales: | , |
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| Formato: | Artículo publishedVersion Artículo enviado a un dossier temático |
| Lenguaje: | Portugués Español |
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Instituto de Ciencias Antropológicas, Facultad de Filosofía y Letras, UBA
2022
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| Acceso en línea: | https://revistascientificas.filo.uba.ar/index.php/runa/article/view/9990 https://repositoriouba.sisbi.uba.ar/gsdl/cgi-bin/library.cgi?a=d&c=runa&d=9990_oai |
| Aporte de: |
| Sumario: | Indigenous peoples have been dealing with colonizing interventions since the 16th century, including schooling, which was mainly implemented through assimilationist policies. However, since the last decades of the 20th century, indigenous peoples have been intensifying their resistance, affirming and recreating their ways of life, as they appropriate school and establish alliances with universities, especially to create indigenous teacher training programs. This study addresses the training of indigenous teachers within the Indigenous Intercultural Degree (Licenciatura Intercultural Indígena - CLIND), a program developed by the Universidade Estadual de Alagoas, Brazil, in partnership with indigenous peoples from the region. Following a specific curriculum, this Intercultural degree has had 69 indigenous graduates and has expanded to offer a second class, which began in 2019. This work analyzes final theses produced individually by students of the first class. It notes that, although informed by academic theoretical and methodological standards, these theses bring other methodologies and their own ways of writing and producing knowledge, highlighting indigenous resistance in academic spaces. |
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