Specific learning processes and indigenous teacher training
Indigenous teacher formation and the issue of specific learning processes, as a right of the indigenous peoples derived from the 1988 Constitution, aim at the re-signification of pedagogical practices in specific socio-cultural contexts and at the visibility of indigenous education. Taking indigenou...
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2013 |
| País: | Brasil |
| Institución: | Universidade Estadual de Ponta Grossa (UEPG) |
| Repositorio: | Práxis Educativa (Online) |
| Idioma: | portugués |
| OAI Identifier: | oai:uepg.br:article/5061 |
| Acceso en línea: | https://revistas.uepg.br/index.php/praxiseducativa/article/view/5061 |
| Access Level: | acceso abierto |
| Sumario: | Indigenous teacher formation and the issue of specific learning processes, as a right of the indigenous peoples derived from the 1988 Constitution, aim at the re-signification of pedagogical practices in specific socio-cultural contexts and at the visibility of indigenous education. Taking indigenous children as a reference, or rather, the agents that produce knowledge within the context of their particularities and territorialities, the essay points to the necessity of constructing new theoretical bases and a pedagogy that gives visibility to other local epistemic logics produced by “power coloniality”. They are different from the dominant Western logic in the process of training indigenous educators. Keywords: Indigenous children. Specific learning processes. Teacher formation. |
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