Learning from Brazilian Indigenous Peoples: Towards a Decolonial Education

Autor/inn/en	Fleuri, Reinaldo Matias; Fleuri, Lilian Jurkevicz
Titel	Learning from Brazilian Indigenous Peoples: Towards a Decolonial Education
Quelle	In: Australian Journal of Indigenous Education, 47 (2018), S.8-18 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1326-0111
Schlagwörter	Foreign Countries; Indigenous Populations; Popular Education; Death; Folk Culture; Indigenous Knowledge; Praxis; Western Civilization; Brazil + Suchen Sie Ihr Suchwort? Ausland; Sinti und Roma; Befreiungspädagogik; Sterbefall; Tod; Todesfall; Brasilien
Abstract	This study argues that western societies have to learn from the cosmological vision of first peoples. In the Brazilian context, despite the genocide of these peoples, there still remains a rich variety of cultures, keeping their traditions and lifestyles based on the concept of "buen vivir," in Spanish, or Tekó Porã as the Guarani people say. From a decolonial intercultural approach, we can learn a sustainable way of life from indigenous peoples, and create relevant policies and educational frameworks. Principles of "buen vivir" such as cooperation and reciprocity are incorporated by Paulo Freire in his dialogic pedagogy. Freire has incorporated these principles due to his engagement with social and communitarian movements. For this reason, his pedagogical proposal is not limited to school contexts only; it is rather linked to community and social praxis. This political transformation of educational praxis involves changes in the modern-colonial matrix of power and knowledge. Deconstructing racism and the myth of universality is necessary for recognizing epistemic rationalities developed by indigenous communities, in order for us to establish with them critical dialogue and mutually enriching interaction. In this sense, the newly introduced term neologism 'conversity' indicates intercultural dialogue resulting from the recognition of indigenous peoples and social movements as producers of legitimate knowledge and autonomous organisation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01