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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Main Author: Silvana de Abreu
Format: Article
Language:Spanish
Published: Universidade do Estado do Rio de Janeiro 2020-08-01
Series:Geo UERJ
Subjects:
Online Access:https://www.e-publicacoes.uerj.br/index.php/geouerj/article/view/43518
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spelling 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
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