Territorial learning and childcare practices: exploring relations between territory and care in the intercultural training of Indigenous educators in Brazil

IF 2.3 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Oxford Review of Education Pub Date : 2023-07-04 DOI:10.1080/03054985.2023.2213885
A. M. R. Gomes, Érica Dumont-Pena
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引用次数: 3

Abstract

ABSTRACT The article discusses Indigenous caring relations in everyday practices involving children, in which co-learning approaches, as well as peer-to-peer learning processes, are grounded in territory. We revisit a set of learning encounters that unfolded as part of the Intercultural Training Programme for Indigenous Educators in Southeast Brazil. The course is part of the Minas Gerais Federal University’s (UFMG) Faculty of Education where, since 2006, it has trained and qualified Indigenous teachers to deliver Primary and Secondary education. In the text we argue in favour of the ‘school for many’, highlighting the pedagogical possibilities that emerge from the course’s ethnographic focus and, more specifically, from two care-taking learning scenarios with and among children. The records of these activities allow us to envision an educational agenda that includes such topics, respecting and dialoguing with Indigenous cosmologies and traditions; one that assumes this dialogue to be a fundamental part of Indigenous peoples’ resistance and respect for life.
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领土学习和儿童保育实践:在巴西土著教育工作者的跨文化培训中探讨领土与保育之间的关系
本文讨论了涉及儿童的日常实践中的土著关怀关系,其中共同学习方法以及同伴对同伴的学习过程以领土为基础。我们回顾了作为巴西东南部土著教育工作者跨文化培训计划的一部分展开的一系列学习经历。该课程是米纳斯吉拉斯州联邦大学(UFMG)教育学院的一部分,自2006年以来,该学院一直在培训土著教师,并使他们有资格提供小学和中学教育。在本文中,我们赞成“为许多人开设学校”,强调了从课程的民族志重点中出现的教学可能性,更具体地说,是从两个照顾儿童的学习场景中出现的可能性。这些活动的记录使我们能够设想一个教育议程,其中包括这些主题,尊重土著宇宙观和传统并与之对话;它认为这种对话是土著人民抵抗和尊重生命的基本组成部分。
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来源期刊
Oxford Review of Education
Oxford Review of Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
5.20
自引率
0.00%
发文量
39
期刊介绍: The Oxford Review of Education is a well established journal with an extensive international readership. It is committed to deploying the resources of a wide range of academic disciplines in the service of educational scholarship, and the Editors welcome articles reporting significant new research as well as contributions of a more analytic or reflective nature. The membership of the editorial board reflects these emphases, which have remained characteristic of the Review since its foundation. The Review seeks to preserve the highest standards of professional scholarship in education, while also seeking to publish articles which will be of interest and utility to a wider public, including policy makers.
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