Drogi użytkowniku, aplikacja do prawidłowego działania wymaga obsługi JavaScript. Proszę włącz obsługę JavaScript w Twojej przeglądarce.

Przeglądasz jako GOŚĆ
Tytuł pozycji:

Exploring the new challenges for indigenous education in Brazil: Some lessons from Ticuna schools.

Tytuł :
Exploring the new challenges for indigenous education in Brazil: Some lessons from Ticuna schools.
Autorzy :
Guilherme, Alex
Hüttner, Édison
Pokaż więcej
Temat :
BRAZIL -- Politics & government
TUCUNA (South American people)
CULTURAL property
PRIMARY education
SECONDARY education
HIGHER education
PRESCHOOL education
Źródło :
International Review of Education / Internationale Zeitschrift für Erziehungswissenschaft; Aug2015, Vol. 61 Issue 4, p481-501, 21p
Abstract (English) :
Brazil appears to have one of the most advanced legislations on native Indians in the world. This was not always the case. During the colonial period (c. 1530-1825), indigenous communities were decimated by disease or massacred by white settlers. In the 20th century, the Brazilian government introduced integrationist policies, which aimed to locate native populations and integrate them into mainstream society. These integrationist policies were implemented through education and the opening of new agricultural frontiers. However, in the last quarter of the 20th century, these integrationist policies were replaced by an approach valuing diversity and the right to a differentiated educational system, for indigenous communities to choose at their own discretion. Based on recent census data, this article begins with a discussion of the current situation of indigenous education in Brazil. Next, the authors focus on the Ticuna people, a group with considerable experience in indigenous education who have managed to maintain much of their cultural heritage and opted for a differentiated educational system. Finally, the authors examine some current challenges and propose a way forward for indigenous schools in Brazil. [ABSTRACT FROM AUTHOR]
Czasopismo naukowe
Copyright of International Review of Education / Internationale Zeitschrift für Erziehungswissenschaft is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Ta witryna wykorzystuje pliki cookies do przechowywania informacji na Twoim komputerze. Pliki cookies stosujemy w celu świadczenia usług na najwyższym poziomie, w tym w sposób dostosowany do indywidualnych potrzeb. Korzystanie z witryny bez zmiany ustawień dotyczących cookies oznacza, że będą one zamieszczane w Twoim komputerze. W każdym momencie możesz dokonać zmiany ustawień dotyczących cookies