NDLI: Exploring the new challenges for indigenous education in Brazil: Some lessons from Ticuna schools

Content Provider	Springer Nature Link
Author	Guilherme, Alex Hüttner, Édison
Copyright Year	2015
Abstract	Brazil appears to have one of the most advanced legislations on native Indians in the world. This was not always the case. During the colonial period (c. 1530–1825), indigenous communities were decimated by disease or massacred by white settlers. In the 20th century, the Brazilian government introduced integrationist policies, which aimed to locate native populations and integrate them into mainstream society. These integrationist policies were implemented through education and the opening of new agricultural frontiers. However, in the last quarter of the 20th century, these integrationist policies were replaced by an approach valuing diversity and the right to a differentiated educational system, for indigenous communities to choose at their own discretion. Based on recent census data, this article begins with a discussion of the current situation of indigenous education in Brazil. Next, the authors focus on the Ticuna people, a group with considerable experience in indigenous education who have managed to maintain much of their cultural heritage and opted for a differentiated educational system. Finally, the authors examine some current challenges and propose a way forward for indigenous schools in Brazil.Explorer les nouveaux défis à l’éducation autochtone du Brésil : quelques enseignements tirés des écoles Ticuna – Le Brésil semble posséder l’une des législations les plus avancées au monde en ce qui concerne les populations amérindiennes autochtones. Il n’en a pas toujours été ainsi. Durant la période coloniale (1530-1825), les communautés autochtones furent décimées par les maladies ou massacrées par les colons blancs. Au XXe siècle, le gouvernement brésilien émit des politiques intégrationnistes dans le but de localiser les populations autochtones et de les intégrer dans la société dominante. Ces politiques furent appliquées à travers l’éducation et la création de nouvelles surfaces agricoles. Au cours du dernier quart du XXe siècle, ces politiques furent néanmoins remplacées par une approche valorisant la diversité et le droit à un système éducatif différencié, pouvant être choisi par les communautés autochtones selon leur propre convenance. S’appuyant sur les données d’un recensement récent, les auteurs de cet article analysent tout d’abord la situation actuelle de l’éducation autochtone au Brésil. Puis ils se penchent sur la communauté Ticuna, qui possède une expérience considérable en matière d’éducation autochtone, est parvenue à conserver une grande partie de son patrimoine culturel et a opté pour un système éducatif différencié. Enfin, les auteurs examinent plusieurs défis actuels et proposent un modèle d’évolution pour les écoles autochtones du Brésil.
Starting Page	481
Ending Page	501
Page Count	21
File Format	PDF
ISSN	00208566
Journal	International Review of Education
Volume Number	61
Issue Number	4
e-ISSN	15730638
Language	English
Publisher	Springer Netherlands
Publisher Date	2015-09-09
Publisher Place	Dordrecht
Access Restriction	One Nation One Subscription (ONOS)
Subject Keyword	Indigenous education Indigenous culture Indigenous art Indigenous languages Brazil Ticuna International and Comparative Education Education (general)
Content Type	Text
Resource Type	Article
Subject	Education E-learning

Sl.	Authority	Responsibilities	Communication Details
1	Ministry of Education (GoI), Department of Higher Education	Sanctioning Authority	https://www.education.gov.in/ict-initiatives
2	Indian Institute of Technology Kharagpur	Host Institute of the Project: The host institute of the project is responsible for providing infrastructure support and hosting the project	https://www.iitkgp.ac.in
3	National Digital Library of India Office, Indian Institute of Technology Kharagpur	The administrative and infrastructural headquarters of the project	Dr. B. Sutradhar bsutra@ndl.gov.in
4	Project PI / Joint PI	Principal Investigator and Joint Principal Investigators of the project	Dr. B. Sutradhar bsutra@ndl.gov.in Prof. Saswat Chakrabarti will be added soon
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7	National Digital Library of India Club (NDLI Club)	Queries related to NDLI Club formation, support, user awareness program, seminar/symposium, collaboration, social media, promotion, and outreach	clubsupport@ndl.gov.in
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9	IDR Setup or Support	Queries related to establishment and support of Institutional Digital Repository (IDR) and IDR workshops	idr@ndl.gov.in

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