巴西南部的土著教师:从统治/服从的背景到自治的道路

IF 0.5 Q4 EDUCATION & EDUCATIONAL RESEARCH
Foro de Educacion Pub Date : 2020-01-04 DOI:10.14516/fde.692
M. Bergamaschi, Claudia Pereira Antunes
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引用次数: 1

摘要

本文主要研究巴西南部开昂岗教师的培训问题。这项研究的方法论资金来源于地图学,旨在展示一场历史运动,它逐渐打破了对原住民的统治和监护做法。在葡萄牙殖民主义的倡导下,统治实践在整个殖民时期得到了扩展和深化,特别是在20世纪,当时巴西政府建立了更有效的机制,将土著人口融入国家社会,其中包括学校教育。尽管统治/从属过程对每个土著社区的自主生存造成了许多损害,但我们指出,还有一个强大的、有时甚至是无声的重新存在过程(抵抗/重新存在),在20世纪的最后20年和2000年代变得更加明显和活跃。这里分析的文献登记和历史研究突出了国家在为土著土地上建造的学校对开昂港教师进行教育培训方面的含糊其辞和零星举措,这些举措经常与宗教教团达成一致。1988年《联邦宪法》正式废除了寻求学校教育和监护的融合,并在法律上支持土著人对特定学校的要求,教师属于他们的人民。因此,我们看到了主人公和自主的土著行为,打破了在统治/服从背景下部署的监护做法,并为特定学校教育和土著教师的表现开辟了自主道路。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Professores indígenas no Sul do Brasil: dos contextos de dominação/submissão aos caminhos da autonomia
This paper mainly tackles the training of Kaingang teachers in the south of Brazil. Methodologically funded on cartographical perspective, the study intends to show a historical movement that gradually breaks through the domination and tutelage practices enforced upon native people. Initiated by the Portuguese colonization, the domination practices were extended and deepened throughout the whole colonial period and specially on the 20 th century, when the Brazilian government created more effective mechanisms for integrating the indigenous population into the national society, being among them the school education. Although the domination/subordination process has caused many damages to the autonomous existence of each indigenous community, we point out that there was also a strong, even if sometimes silent process of re-existence (resistance/re-existence), that became more evident and reverberant in the last two decades of the 20 th century and during the 2000’s. The documental registries and historiographical studies here analyzed highlight the coy and sporadic state initiatives, in frequent agreement with religious orders, in the educational training of Kaingang teachers for the schools built in the indigenous lands. Changes begin to occur as of the Federal Constitution of 1988, that officially abolished the integration-seeking school education and tutelage, and legally supported the indigenous demands for a specific school, with teachers who belong to their people. In consequence, we see protagonist and autonomous indigenous acts, breaking the tutelary practices deployed under domination/submission contexts, and opening paths for autonomy concerning specific school education and indigenous teachers’ performance.
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来源期刊
Foro de Educacion
Foro de Educacion EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
0.80
自引率
20.00%
发文量
20
审稿时长
24 weeks
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