Indigenous school education: inovation, teachers' participation and evaluation

• Grant number: 13/01617-1
• Support Opportunities: Regular Research Grants
• Start date: April 01, 2014
• End date: March 31, 2016
• 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 ; Marta Maria Do Amaral Azevedo ; Tristan Lysander Harvey McCowan

Abstract

This project proposes the following problem: in what aspects did indigenous school education overcome its colonialist character? This project supposes that, in pioneer experiences of indigenous school education at alto rio Negro's region, Amazonas state, that win occurred, although it presents significant limitations. The hypothesis with the research will deal are: a) the communities know the schools' objectives and they are established through dialogue with them, including convergence between studied knowledge and communitarian aspirations; b) available offers of high education to indigenous peoples are little varied and most of those offers does not have participation in its formulation and evaluation; c) official ways of school evaluation impose barriers to innovative aspects (specific and differentiated ones) in indigenous schools and ignore communities' evaluation processes. The hypothesis will be examined through analysis of school processes (including teacher education among indigenous peoples) from the perspective of innovation and overcoming colonialist/civilizatory paradigm. The research will also check what kind of relationship exists between employed knowledge and communitarian aspirations of future. Offers of high education to indigenous peoples will be described in terms of participation level of formulation and evaluation. Finally, by identifying recommendations originated among many social categories that participate in the research, elements will be gathered to propose suitable evaluation indicators for a differentiated indigenous school education. (AU)