The notes for the construction of Environmental Rationality proposed in this text were gathered from a contribution of an analysis of phenomenology, epistemology, and ontology relating to Marx. This initiative aims to broaden and deepen the understanding of environmental issues whose global changes raise challenges, especially for the scientific community. It is to question the development of the economic rationality from the degradation of natural resources engendered by the current socio-economic development model. This model is based on the increase of productivity, technological expansion and maintains the norm as if natural resources were still considered abundant and limitless. The transition of this Environmental Rationality is a development sought by using the knowledge gained from the analysis possibilities of phenomenology. Among these possibilities, the indicated interdisciplinary schools of thought, as required by epistemology, can become an interesting research strategy, since it has as the starting point the external demands, where the elements of the current environmental issue exist, and its consequences.
{"title":"APONTAMENTOS PARA CONSTRUÇÃO DA RACIONALIDADE AMBIENTAL","authors":"Munir Jorge Felício","doi":"10.17058/REA.V23I3.5874","DOIUrl":"https://doi.org/10.17058/REA.V23I3.5874","url":null,"abstract":"The notes for the construction of Environmental Rationality proposed in this text were gathered from a contribution of an analysis of phenomenology, epistemology, and ontology relating to Marx. This initiative aims to broaden and deepen the understanding of environmental issues whose global changes raise challenges, especially for the scientific community. It is to question the development of the economic rationality from the degradation of natural resources engendered by the current socio-economic development model. This model is based on the increase of productivity, technological expansion and maintains the norm as if natural resources were still considered abundant and limitless. The transition of this Environmental Rationality is a development sought by using the knowledge gained from the analysis possibilities of phenomenology. Among these possibilities, the indicated interdisciplinary schools of thought, as required by epistemology, can become an interesting research strategy, since it has as the starting point the external demands, where the elements of the current environmental issue exist, and its consequences.","PeriodicalId":30259,"journal":{"name":"Reflexao Acao","volume":"23 1","pages":"356-377"},"PeriodicalIF":0.0,"publicationDate":"2015-12-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67623816","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The deaf community has often been understood as a safe place in which the deaf difference can be reliably and cozily experienced. The aim of this paper is to understand how the deaf community is organized and narrated as such. Post-structuralist studies have been used to analyze the materials produced for this research. Deaf teachers and students from deaf schools who have actively participated in community movements were interviewed. The analysis of the materials has shown that belonging to a community involves following a living code created with a common intention. In the deaf community, the reference grounding its organization is what has been known as cultural artifacts of deaf people. However, belonging to the community is delimited by the extent to which one is able or willing to move in accordance to the community rules. Thus, we can see that the community aggregates elements other than just the feeling of being deaf, only justified by sharing the same culture.
{"title":"PRÁTICAS DE ORGANIZAÇÃO DA COMUNIDADE SURDA: ARTICULAÇÕES A PARTIR DA CULTURA","authors":"L. Camatti, M. L. Lunardi-Lazzarin","doi":"10.17058/REA.V23I3.5996","DOIUrl":"https://doi.org/10.17058/REA.V23I3.5996","url":null,"abstract":"The deaf community has often been understood as a safe place in which the deaf difference can be reliably and cozily experienced. The aim of this paper is to understand how the deaf community is organized and narrated as such. Post-structuralist studies have been used to analyze the materials produced for this research. Deaf teachers and students from deaf schools who have actively participated in community movements were interviewed. The analysis of the materials has shown that belonging to a community involves following a living code created with a common intention. In the deaf community, the reference grounding its organization is what has been known as cultural artifacts of deaf people. However, belonging to the community is delimited by the extent to which one is able or willing to move in accordance to the community rules. Thus, we can see that the community aggregates elements other than just the feeling of being deaf, only justified by sharing the same culture.","PeriodicalId":30259,"journal":{"name":"Reflexao Acao","volume":"23 1","pages":"125-141"},"PeriodicalIF":0.0,"publicationDate":"2015-12-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67623959","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Resenha da obra CONHECER E TRANSFORMAR: pesquisa-acao e pesquisa participante em dialogo internacional reune contribuicoes de pesquisadores da Europa e da America Latina em torno da pesquisa acao e da pesquisa participante. A origem dos textos que compoem a coletânea e um simposio de carater internacional realizado no ano de 2011, em Porto Alegre, o Simposio Internacional de Pesquisa-Acao e Pesquisa Participante. Tendo como horizonte a transformacao social, ambas as modalidades de pesquisa convergem em termos de opcao teorica e metodologica, ao mesmo tempo em que se afastam das tradicionais formas de investigacao. Esta resenha foi desenvolvida a partir de uma leitura critica do livro, cujo conjunto foi explorado em tres partes, para fins de analise. Cada uma delas e composta por seis artigos: os seis primeiros formam o a primeira parte, os proximos seis a segunda e os seis ultimos compoem a terceira parte. Com este procedimento procuramos, por um lado, partilhar de maneira uniforme entre os autores a responsabilidade e o esforco exigidos pela leitura. E de outro, possibilitar uma analise o mais qualificada possivel, oferecendo aos leitores uma nocao abrangente e fiel ao seu conteudo.
{"title":"CONHECER E TRANSFORMAR: pesquisa-ação e pesquisa participante em diálogo internacional","authors":"Sandro de Castro Pitano, C. D. Rosa, P. Daudt","doi":"10.17058/REA.V22I2.5078","DOIUrl":"https://doi.org/10.17058/REA.V22I2.5078","url":null,"abstract":"Resenha da obra CONHECER E TRANSFORMAR: pesquisa-acao e pesquisa participante em dialogo internacional reune contribuicoes de pesquisadores da Europa e da America Latina em torno da pesquisa acao e da pesquisa participante. A origem dos textos que compoem a coletânea e um simposio de carater internacional realizado no ano de 2011, em Porto Alegre, o Simposio Internacional de Pesquisa-Acao e Pesquisa Participante. Tendo como horizonte a transformacao social, ambas as modalidades de pesquisa convergem em termos de opcao teorica e metodologica, ao mesmo tempo em que se afastam das tradicionais formas de investigacao. Esta resenha foi desenvolvida a partir de uma leitura critica do livro, cujo conjunto foi explorado em tres partes, para fins de analise. Cada uma delas e composta por seis artigos: os seis primeiros formam o a primeira parte, os proximos seis a segunda e os seis ultimos compoem a terceira parte. Com este procedimento procuramos, por um lado, partilhar de maneira uniforme entre os autores a responsabilidade e o esforco exigidos pela leitura. E de outro, possibilitar uma analise o mais qualificada possivel, oferecendo aos leitores uma nocao abrangente e fiel ao seu conteudo.","PeriodicalId":30259,"journal":{"name":"Reflexao Acao","volume":"22 1","pages":"488-492"},"PeriodicalIF":0.0,"publicationDate":"2014-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67624091","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Cristina Luisa Bencke Vergutz, L. O. H. Cavalcante
The present essay aims to go through the paths of teaching and learning processes of Pedagogy of Alternation having as reference the Field Education with the perspective of fighting for an education in, from and with the field’s subjects comprising this field as a space for specific experiences and relationships for educational action. Presents the Pedagogy of Alternation in the specificity of CEFFA Movement and as a possibility for a contextualized and emerging education of the peasant people, linked to social movements since its origin in France in the 30s and, in 1968 in Brazil, in communion with socially popular and educational articulations. Searches conceptual approaches of the Pedagogy of Alternation praxis in order to perceive the singularities of learning strengthened by the alternating movement powered by a pedagogical organization based on the problem-solving dialogue of Paulo Freire, as well as, on the sharing and the horizontality of knowledges.
{"title":"AS APRENDIZAGENS NA PEDAGOGIA DA ALTERNÂNCIA E NA EDUCAÇÃO DO CAMPO","authors":"Cristina Luisa Bencke Vergutz, L. O. H. Cavalcante","doi":"10.17058/REA.V22I2.5057","DOIUrl":"https://doi.org/10.17058/REA.V22I2.5057","url":null,"abstract":"The present essay aims to go through the paths of teaching and learning processes of Pedagogy of Alternation having as reference the Field Education with the perspective of fighting for an education in, from and with the field’s subjects comprising this field as a space for specific experiences and relationships for educational action. Presents the Pedagogy of Alternation in the specificity of CEFFA Movement and as a possibility for a contextualized and emerging education of the peasant people, linked to social movements since its origin in France in the 30s and, in 1968 in Brazil, in communion with socially popular and educational articulations. Searches conceptual approaches of the Pedagogy of Alternation praxis in order to perceive the singularities of learning strengthened by the alternating movement powered by a pedagogical organization based on the problem-solving dialogue of Paulo Freire, as well as, on the sharing and the horizontality of knowledges.","PeriodicalId":30259,"journal":{"name":"Reflexao Acao","volume":"22 1","pages":"371-390"},"PeriodicalIF":0.0,"publicationDate":"2014-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67624031","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In this paper I discuss the new conditions of the teachers who teach basic education in the first years of school – children from 4 to 11 years old – after the enactment of Law No. 11.769/2008, which requires the inclusion of music in the school curriculum. With the purpose of supporting this discussion, a review of significant changes that occurred in the world, especially in the nineteenth and twentieth centuries until the present days, was conducted. These changes contain patterns of the Modernity and Post-Modernity and deeply affect the manner of conceiving education, specifically music education. From this discussion emerges a new posture about music highlighting its role nowadays, different from the exclusive understanding of music as entertainment or leisure. Instead, music is now conceived as responsible for human development and instigator of autonomy and freedom. Some possible manners of using music in the classrooms, through singing plays and games, and as an aid to other subjects of the curriculum are also suggested. This paper ends inviting teachers to receive music in their own lives and share it with their students.
{"title":"A MÚSICA EM TEMPOS DE MUDANÇA – REFLEXÃO ACERCA DE SEU PAPEL NA EDUCAÇÃO","authors":"M. T. Fonterrada","doi":"10.17058/REA.V22I1.4628","DOIUrl":"https://doi.org/10.17058/REA.V22I1.4628","url":null,"abstract":"In this paper I discuss the new conditions of the teachers who teach basic education in the first years of school – children from 4 to 11 years old – after the enactment of Law No. 11.769/2008, which requires the inclusion of music in the school curriculum. With the purpose of supporting this discussion, a review of significant changes that occurred in the world, especially in the nineteenth and twentieth centuries until the present days, was conducted. These changes contain patterns of the Modernity and Post-Modernity and deeply affect the manner of conceiving education, specifically music education. From this discussion emerges a new posture about music highlighting its role nowadays, different from the exclusive understanding of music as entertainment or leisure. Instead, music is now conceived as responsible for human development and instigator of autonomy and freedom. Some possible manners of using music in the classrooms, through singing plays and games, and as an aid to other subjects of the curriculum are also suggested. This paper ends inviting teachers to receive music in their own lives and share it with their students.","PeriodicalId":30259,"journal":{"name":"Reflexao Acao","volume":"22 1","pages":"18-31"},"PeriodicalIF":0.0,"publicationDate":"2014-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67623983","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The common sense is used to relating ballet, when not danced by girls, to homosexuality. This prejudice is reflected by the distance taken by boys who could fancy dancing it. As such, this study aims to discuss issues about gender relations and the possible prejudice existent concerning boys who dance classical ballet, from their parents’ view. The methodology being used was qualitative-descriptive wise and was characterized as a case-study. The target public was parents from boys who dance ballet. For the data collection, a semi-structured interview was made with these parents, being one parent male and another female. As a result, it was noticed that the boys’ parents show no prejudice, since these boys are supported to keep dancing. There are, however, evidences that part of society still show some prejudice towards this issue. Key-words: prejudice, male gender, family, gender, ballet
{"title":"A PARTICIPAÇÃO MASCULINA NA DANÇA CLÁSSICA: DO PRECONCEITO AOS PALCOS DA VIDA","authors":"Diego Ebling do Nascimento, M. Afonso","doi":"10.17058/REA.V21I1.3354","DOIUrl":"https://doi.org/10.17058/REA.V21I1.3354","url":null,"abstract":"The common sense is used to relating ballet, when not danced by girls, to homosexuality. This prejudice is reflected by the distance taken by boys who could fancy dancing it. As such, this study aims to discuss issues about gender relations and the possible prejudice existent concerning boys who dance classical ballet, from their parents’ view. The methodology being used was qualitative-descriptive wise and was characterized as a case-study. The target public was parents from boys who dance ballet. For the data collection, a semi-structured interview was made with these parents, being one parent male and another female. As a result, it was noticed that the boys’ parents show no prejudice, since these boys are supported to keep dancing. There are, however, evidences that part of society still show some prejudice towards this issue. \u0000 \u0000Key-words: prejudice, male gender, family, gender, ballet","PeriodicalId":30259,"journal":{"name":"Reflexao Acao","volume":"21 1","pages":"219-236"},"PeriodicalIF":0.0,"publicationDate":"2013-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67623888","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This paper aims to examine two tales for children of nineteenth century in order to demonstrate how the concepts of work and education, imposed by the dominant knowledge are portrayed in these tales which shows the victory of hegemonic knowledge and the subalternization of childhood and others knowledges than not the dominant. Through the considerations of Foucault about the work in modernity, the criticism of the dominant paradigm of Santos, and the representations of childhood and work within the school and the children's literature, based on Aries and Zilberman, the categories raised allowed the analysis of the tales The Adventures of Pinocchio and The Three Little Pigs by linking them to their discursive, social and historical aspects and led us to understand education like way of perpetuation of the image of work propagated by the dominant paradigm and of subalternization of others knowledges.
{"title":"O TRABALHO E A EDUCAÇÃO NA LITERATURA INFANTIL DO SÉCULO XIX","authors":"F. Moraes","doi":"10.17058/REA.V21I1.1959","DOIUrl":"https://doi.org/10.17058/REA.V21I1.1959","url":null,"abstract":"This paper aims to examine two tales for children of nineteenth century in order to demonstrate how the concepts of work and education, imposed by the dominant knowledge are portrayed in these tales which shows the victory of hegemonic knowledge and the subalternization of childhood and others knowledges than not the dominant. Through the considerations of Foucault about the work in modernity, the criticism of the dominant paradigm of Santos, and the representations of childhood and work within the school and the children's literature, based on Aries and Zilberman, the categories raised allowed the analysis of the tales The Adventures of Pinocchio and The Three Little Pigs by linking them to their discursive, social and historical aspects and led us to understand education like way of perpetuation of the image of work propagated by the dominant paradigm and of subalternization of others knowledges.","PeriodicalId":30259,"journal":{"name":"Reflexao Acao","volume":"21 1","pages":"304-326"},"PeriodicalIF":0.0,"publicationDate":"2013-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67623328","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Cecília Maria Vieira, K. Borges, L. P. Gonzaga, Natassia Duarte Garcia Leite de Oliveira
Este estudo propoe investigar a concepcao meritocratica presente nas politicas oficiais destinadas a educacao brasileira, a exemplo do que acontece no Estado de Sao Paulo, que adotou o modelo de gestao baseado na meritocracia para a “pseudo” valorizacao dos professores das escolas publicas. Para tanto, analisou-se sentido etimologico do termo merito, buscando compreender o significado atribuido aos termos meritocracia e meritocracia escolar no contexto da Reforma do Aparelho do Estado. Busca-se destacar como essas politicas podem exercer um controle sobre o professor, fazendo com que os interesses do capital se sobressaiam ainda mais na educacao na forma mercadologica.
{"title":"REFLEXÕES SOBRE A MERITOCRACIA NA EDUCAÇÃO BRASILEIRA","authors":"Cecília Maria Vieira, K. Borges, L. P. Gonzaga, Natassia Duarte Garcia Leite de Oliveira","doi":"10.17058/REA.V0I0.3525","DOIUrl":"https://doi.org/10.17058/REA.V0I0.3525","url":null,"abstract":"Este estudo propoe investigar a concepcao meritocratica presente nas politicas oficiais destinadas a educacao brasileira, a exemplo do que acontece no Estado de Sao Paulo, que adotou o modelo de gestao baseado na meritocracia para a “pseudo” valorizacao dos professores das escolas publicas. Para tanto, analisou-se sentido etimologico do termo merito, buscando compreender o significado atribuido aos termos meritocracia e meritocracia escolar no contexto da Reforma do Aparelho do Estado. Busca-se destacar como essas politicas podem exercer um controle sobre o professor, fazendo com que os interesses do capital se sobressaiam ainda mais na educacao na forma mercadologica.","PeriodicalId":30259,"journal":{"name":"Reflexao Acao","volume":"21 1","pages":"315-334"},"PeriodicalIF":0.0,"publicationDate":"2013-04-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67623070","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Over the past 40 years the Brazilian government has constituted a major basic education attendance programmed for Brazilian citizens. The 1988 Federal Constitution states the right to education for all Brazilians, whether living in rural or urban areas, and it set kindergarten as the first level in basic education, it constituted a space to be filled by a large contingent of children who, until then, were without an institutional educational space guaranteed for them. Although, the kindergarten coverage in large urban centers has been effective in numerical terms, especially, regarding the pre-school provision, in rural areas this is still not a reality. IBGE (Brazilian Institute of Geography and Statistics - Demographic Census, 2010) reports that Brasil has 16,044 children under 6 years old, in other words, 12% of the total population of Brazil, 3,546 are living in rural areas. According to INEP (National Institute of Educational Studies - School Census, INEP, 2010), from the universe of children aged 0-6 years living in rural areas, only 12.1% attend day care centers and 67.6% attend preschools, a value lower than the urban areas where the coverage is 26% for attendance to day cares and 83% for attendance to pre-school classes. Besides questioning the exiguity of this coverage, especially from the point of view of the mandatory provision of pre-school, it is necessary to map the points of connection and tension between the areas, so it would be possible to give an expansion linked to a qualified and contextualized offer.
{"title":"EDUCAÇÃO INFANTIL E EDUCAÇÃO NO CAMPO: UM ENCONTRO NECESSÁRIO PARA CONCRETIZAR A JUSTIÇA SOCIAL COM AS CRIANÇAS PEQUENAS RESIDENTES EM ÁREAS RURAIS","authors":"Maria Carmen Silveira Barbosa, S. Fernandes","doi":"10.17058/REA.V0I0.3388","DOIUrl":"https://doi.org/10.17058/REA.V0I0.3388","url":null,"abstract":"Over the past 40 years the Brazilian government has constituted a major basic education attendance programmed for Brazilian citizens. The 1988 Federal Constitution states the right to education for all Brazilians, whether living in rural or urban areas, and it set kindergarten as the first level in basic education, it constituted a space to be filled by a large contingent of children who, until then, were without an institutional educational space guaranteed for them. Although, the kindergarten coverage in large urban centers has been effective in numerical terms, especially, regarding the pre-school provision, in rural areas this is still not a reality. IBGE (Brazilian Institute of Geography and Statistics - Demographic Census, 2010) reports that Brasil has 16,044 children under 6 years old, in other words, 12% of the total population of Brazil, 3,546 are living in rural areas. According to INEP (National Institute of Educational Studies - School Census, INEP, 2010), from the universe of children aged 0-6 years living in rural areas, only 12.1% attend day care centers and 67.6% attend preschools, a value lower than the urban areas where the coverage is 26% for attendance to day cares and 83% for attendance to pre-school classes. Besides questioning the exiguity of this coverage, especially from the point of view of the mandatory provision of pre-school, it is necessary to map the points of connection and tension between the areas, so it would be possible to give an expansion linked to a qualified and contextualized offer.","PeriodicalId":30259,"journal":{"name":"Reflexao Acao","volume":"1 1","pages":"299-315"},"PeriodicalIF":0.0,"publicationDate":"2013-04-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67623014","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This work presents the outline of a study that is underway, seeking evidence and question the reality of Indian students in schools not as the situations of indigenous affirmation and omission identity (ethnic belonging) in urban public schools in Rondonia. The obtained data show everyday situations that characterize violence and prejudice against students indigenas.Essas and other situations that reveals the interethnic tension remains dormant and can manifest in many different situations. At school, occurs in intercultural interaction. To discuss these and other issues raised in the survey, support for authors who discuss indigenous education, management, public policy, anti-colonialist project, empowerment, autonomy and leadership indigenous perspective of the indigenous movement with Grupioni (2001), Lopes da Silva (2000); D'Angelis (2012); Bergamaschi (2012), Both (2009); Mendonca (2009); Castoriadis (1988); Secchi (2008); Tadeu da Silva (1999) and Paulo Freire (1982) with their outstanding contribution to the dialogue on indigenous education. Keywords: Indian student. Urban school. Prejudice. Omission identity.
这项工作概述了一项正在进行的研究，寻求证据和质疑印度学生在学校的现实，而不是在朗多尼亚城市公立学校的土著肯定和遗漏身份(种族归属)的情况。获得的数据显示了针对土著学生的暴力和偏见的日常情况。Essas和其他揭示种族间紧张关系的情况仍然处于休眠状态，可以在许多不同的情况下表现出来。在学校，发生在跨文化的互动中。为了讨论这些和调查中提出的其他问题，支持与Grupioni(2001)、Lopes da Silva(2000)讨论土著教育、管理、公共政策、反殖民主义项目、赋权、自治和领导土著运动的土著观点的作者;D 'Angelis (2012);Bergamaschi (2012)， Both (2009);Mendonca (2009);Castoriadis (1988);西奇(2008);Tadeu da Silva(1999)和Paulo Freire(1982)，表彰他们对土著教育对话的杰出贡献。关键词:印度留学生;城市学校。偏见。遗漏的身份。
{"title":"ESTUDANTES INDÍGENAS EM ESCOLAS PÚBLICAS URBANAS EM RONDÔNIA: DA OMISSÃO DAS POLÍTICAS PÚBLICAS A OMISSÃO DO PERTENCIMENTO ÉTNICO","authors":"V. S. Santos, Darci Secchi","doi":"10.17058/REA.V0I0.3303","DOIUrl":"https://doi.org/10.17058/REA.V0I0.3303","url":null,"abstract":"This work presents the outline of a study that is underway, seeking evidence and question the reality of Indian students in schools not as the situations of indigenous affirmation and omission identity (ethnic belonging) in urban public schools in Rondonia. The obtained data show everyday situations that characterize violence and prejudice against students indigenas.Essas and other situations that reveals the interethnic tension remains dormant and can manifest in many different situations. At school, occurs in intercultural interaction. To discuss these and other issues raised in the survey, support for authors who discuss indigenous education, management, public policy, anti-colonialist project, empowerment, autonomy and leadership indigenous perspective of the indigenous movement with Grupioni (2001), Lopes da Silva (2000); D'Angelis (2012); Bergamaschi (2012), Both (2009); Mendonca (2009); Castoriadis (1988); Secchi (2008); Tadeu da Silva (1999) and Paulo Freire (1982) with their outstanding contribution to the dialogue on indigenous education. \u0000 \u0000Keywords: Indian student. Urban school. Prejudice. Omission identity.","PeriodicalId":30259,"journal":{"name":"Reflexao Acao","volume":"1 1","pages":"52-75"},"PeriodicalIF":0.0,"publicationDate":"2013-04-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67622960","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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