Territorial Learning and Childcare Practices: Exploring Relations between Territory and Care in the Intercultural Training of Indigenous Educators in Brazil

Autor/inn/en	Gomes, Ana Maria R.; Dumont-Pena, Érica
Titel	Territorial Learning and Childcare Practices: Exploring Relations between Territory and Care in the Intercultural Training of Indigenous Educators in Brazil
Quelle	In: Oxford Review of Education, 49 (2023) 4, S.519-535 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Gomes, Ana Maria R.) ORCID (Dumont-Pena, Érica)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-4985
DOI	10.1080/03054985.2023.2213885
Schlagwörter	Foreign Countries; Indigenous Knowledge; Indigenous Populations; Caring; Indigenous Personnel; Elementary School Teachers; Secondary School Teachers; Teaching Methods; Preservice Teacher Education; Intercultural Communication; Cultural Awareness; Brazil + Suchen Sie Ihr Suchwort? Ausland; Sinti und Roma; Care; Pflege; Sorge; Betreuung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Teaching method; Lehrmethode; Unterrichtsmethode; Lehramtsstudiengang; Lehrerausbildung; Interkulturelle Kommunikation; Cultural identity; Kulturelle Identität; Brasilien
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01