Indigenous school education: learned knowledge and innovation: research project

• Grant number: 17/26390-0
• Support Opportunities: Regular Research Grants
• Start date: September 01, 2018
• End date: February 28, 2021
• Field of knowledge: Humanities - Education - Fundamentals of Education
• Principal Investigator: Elie George Guimaraes Ghanem Junior
• Grantee: Elie George Guimaraes Ghanem Junior
• Host Institution: Faculdade de Educação (FE). Universidade de São Paulo (USP). São Paulo , SP, Brazil
• Associated researchers: Aline Cristina de Oliveira Abbonizio ; Diana de Paula Pellegrini ; Fabio de Oliveira Nogueira da Silva ; Flora Freire Silva Dias Cabalzar ; Gersem José dos Santos Luciano ; Laeticia Rodrigues de Souza ; Rosa Sebastiana Colman ; Tristan Lysander Harvey McCowan

Abstract

This project is part of a line of research oriented by the following problem: In what aspects has indigenous school education overtaken the colonialist character of schooling? Without the identification of such aspects, the elaboration, implementation, and evaluation of educational policies appropriate to the characteristics and needs of indigenous peoples will be devoid of foundation. Previous projects of our team have been carried out in the last five years, in the region of the upper Rio Negro, AM. They had the support of CNPq and FAPESP. They focused on the hypothesis that overcoming colonial schooling occurs, but even with the advancement of research, a sufficient response to the main problem is not yet available. We confirmed that this overrun occurred in that region, although with significant limitations. It is not yet known at what scale this occurred because it is a very large area. In three of the four communities where the research focused, there is a convergence between the knowledge studied and the future aspirations of the communities. This project intends to add a contribution to the research problem, focusing on the choice of knowledge to teach in basic school and its identification as a practice of educational innovation. In order to reach a broader picture of changes that may occur in indigenous school education, this time the work will focus on schools in São Gabriel da Cachoeira, AM; Dourados and Caarapó, MS; São Paulo and Bertioga, SP. School education practices will be compared in communities of three peoples, respectively Baniwa, Guarani-Kaiowá and Guarani-Mbya. (AU)