TERRITÓRIO ETNOEDUCACIONAL CONE SUL E EDUCAÇÃO DIFERENCIADA INDÍGENA: INTERCULTURALIDADE E RESISTÊNCIA
The federal Constitution (1988) acknowledge the particular ethnic status of indigenous peoples; guaranteed their right to their territory and differentiated education, which means specific and bilingual education, respecting the mother tongue. The "ethno-educational territories" (TEE) were...
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Universidade do Estado do Rio de Janeiro
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doaj-d433a274b02d449fa06804a40a56cd4f2021-06-19T00:56:55ZspaUniversidade do Estado do Rio de JaneiroGeo UERJ1415-75431981-90212020-08-01037e43518e4351810.12957/geouerj.2020.4351827008TERRITÓRIO ETNOEDUCACIONAL CONE SUL E EDUCAÇÃO DIFERENCIADA INDÍGENA: INTERCULTURALIDADE E RESISTÊNCIASilvana de Abreu0Universidade Federal da Grande Dourados (UFGD)The federal Constitution (1988) acknowledge the particular ethnic status of indigenous peoples; guaranteed their right to their territory and differentiated education, which means specific and bilingual education, respecting the mother tongue. The "ethno-educational territories" (TEE) were created only in 2009 to guarantee differentiated education to the different indigenous people, intending to obey the Constitution and organize public agencies and governments on territorial bases defined by ethnic and cultural conditions. The school would take on a fundamental role in the construction of ethnoterritoriality, aiming to promote autonomy for these People, through the implementation of differentiated education and referenced in each culture, in relation to other cultures and interculturality, involving access to knowledge and educational policies and the professional training and of indigenous teachers to work in indigenous schools teaching their people. In Mato Grosso do Sul, the “TEE Cone Sul” has the largest Guarani/Kaiowá population in Brazil, living in villages, reserves, cities, camps and areas of land repossession, coexisting with other people, such as the Terena, but, fundamentally, with prejudice and violence, in the dispute over land with landowners and agribusiness . Our analysis allows us to reflect on the meaning of TEE as possible resistance field, considering the existence of advanced public policies, but that is still crawling in the valorization of these peoples as ethnically different citizens, submitted to governments more defenders of the private interests than of the Magna Law, which was aggravated by the 2016 coup.https://www.e-publicacoes.uerj.br/index.php/geouerj/article/view/43518política públicaeducação diferenciada indígenaterritórios etnoeducacionaisetnoterritórioterritório etnoeducacional cone sulmato grosso do sul |
collection |
DOAJ |
language |
Spanish |
format |
Article |
sources |
DOAJ |
author |
Silvana de Abreu |
spellingShingle |
Silvana de Abreu TERRITÓRIO ETNOEDUCACIONAL CONE SUL E EDUCAÇÃO DIFERENCIADA INDÍGENA: INTERCULTURALIDADE E RESISTÊNCIA Geo UERJ política pública educação diferenciada indígena territórios etnoeducacionais etnoterritório território etnoeducacional cone sul mato grosso do sul |
author_facet |
Silvana de Abreu |
author_sort |
Silvana de Abreu |
title |
TERRITÓRIO ETNOEDUCACIONAL CONE SUL E EDUCAÇÃO DIFERENCIADA INDÍGENA: INTERCULTURALIDADE E RESISTÊNCIA |
title_short |
TERRITÓRIO ETNOEDUCACIONAL CONE SUL E EDUCAÇÃO DIFERENCIADA INDÍGENA: INTERCULTURALIDADE E RESISTÊNCIA |
title_full |
TERRITÓRIO ETNOEDUCACIONAL CONE SUL E EDUCAÇÃO DIFERENCIADA INDÍGENA: INTERCULTURALIDADE E RESISTÊNCIA |
title_fullStr |
TERRITÓRIO ETNOEDUCACIONAL CONE SUL E EDUCAÇÃO DIFERENCIADA INDÍGENA: INTERCULTURALIDADE E RESISTÊNCIA |
title_full_unstemmed |
TERRITÓRIO ETNOEDUCACIONAL CONE SUL E EDUCAÇÃO DIFERENCIADA INDÍGENA: INTERCULTURALIDADE E RESISTÊNCIA |
title_sort |
território etnoeducacional cone sul e educação diferenciada indígena: interculturalidade e resistência |
publisher |
Universidade do Estado do Rio de Janeiro |
series |
Geo UERJ |
issn |
1415-7543 1981-9021 |
publishDate |
2020-08-01 |
description |
The federal Constitution (1988) acknowledge the particular ethnic status of indigenous peoples; guaranteed their right to their territory and differentiated education, which means specific and bilingual education, respecting the mother tongue. The "ethno-educational territories" (TEE) were created only in 2009 to guarantee differentiated education to the different indigenous people, intending to obey the Constitution and organize public agencies and governments on territorial bases defined by ethnic and cultural conditions. The school would take on a fundamental role in the construction of ethnoterritoriality, aiming to promote autonomy for these People, through the implementation of differentiated education and referenced in each culture, in relation to other cultures and interculturality, involving access to knowledge and educational policies and the professional training and of indigenous teachers to work in indigenous schools teaching their people. In Mato Grosso do Sul, the “TEE Cone Sul” has the largest Guarani/Kaiowá population in Brazil, living in villages, reserves, cities, camps and areas of land repossession, coexisting with other people, such as the Terena, but, fundamentally, with prejudice and violence, in the dispute over land with landowners and agribusiness . Our analysis allows us to reflect on the meaning of TEE as possible resistance field, considering the existence of advanced public policies, but that is still crawling in the valorization of these peoples as ethnically different citizens, submitted to governments more defenders of the private interests than of the Magna Law, which was aggravated by the 2016 coup. |
topic |
política pública educação diferenciada indígena territórios etnoeducacionais etnoterritório território etnoeducacional cone sul mato grosso do sul |
url |
https://www.e-publicacoes.uerj.br/index.php/geouerj/article/view/43518 |
work_keys_str_mv |
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