Analisar o uso, a atribuição de sentido, as interpretações e a incorporação da escrita pelos ameríndios é o objetivo deste artigo. Mediante a análise do caso etnográfico wayãpi (Brasil e Guiana Francesa), e de sua comparação com outros exemplos pertinentes, procuramos demonstrar, por meio de uma aproximação entre a escrita e as práticas gráficas/estéticas, que à escrita é atribuído, além de funções políticas e simbólicas, poder divinatório ou xamânico de amplo alcance comunicativo. The aim of this article is to analyze the use, attribution of meaning, interpretations and incorporation of writing by Amerindians. By analyzing the ethnographic case of the Wayãpi (Brazil and French Guiana) and juxtaposing it with other pertinent examples, I look to demonstrate through a comparison of writing with graphic/aesthetic practices that, along with political and symbolic functions, writing is attributed a divinatory or shamanic power with a broad communicative range
Neste artigo analiso a prática de grafismos e de desenhos pelos amerínidios Wayãpi da Guiana francesa visando evidenciar o caráter comunicativo e metamórfico próprios que definem esta prática estética. Para tanto são analisados exemplos etnográficos de práticas e de usos autais de pinturas corporais e de desenhos realizados por membros desta população ameríndia da aldeia de Trois Sauts (Guiana Francesa).
Universal formal education is a major global development goal. Yet, hunter-gatherer communities have extremely low participation rates in formal schooling, even in comparison with other marginalized groups. Here, we review the existing literature to identify common challenges faced by hunter-gatherer children in formal education systems in the Global South. We find that hunter-gatherer children are often granted extensive personal autonomy, which is at odds with the authoritarian culture of school. Hunter-gatherer children face economic, infrastructural, social, cultural, and structural barriers which negatively affect their school participation. While schools are a risk to the transmission of hunter-gatherer values, languages, and traditional knowledge, they are also viewed by hunter-gatherer communities as a source of economic and cultural empowerment. These findings highlight the need for hunter-gatherer communities to decide for themselves the purpose school serves, and whether children should be compelled to attend.
This chapter presents a pedagogical design for the language and literacy learning of indigenous children within mainstream non-indigenous schools in the municipality of Oiapoque, located in the Federal State of Amapá, Brazil. It describes the linguistic and cultural diversity that characterizes the area followed by the outline of the key tenets underpinning the educational policy that frames language and initial literacy education in indigenous communities. The chapter then problematizes the case of migrant indigenous children in urban schools, where there is no specific legal protection for their linguistic and literacy education. In response to this shortcoming, authors present a culturally and linguistically sustaining pedagogy based on the Linguistically Appropriate Practice method, aimed at guiding teachers to educate these children to become bilingual and proud of their cultural heritage. The design is innovative in the context of its application in Brazil and of potential relevance for similar contexts worldwide.
In this article, I aim to demonstrate the relationships between the educational policies of the Brazilian and French Guyana governments and the sociopolitical structure of the Wayãpi in respect to these educational practices. My main objective is to go beyond the normal concept that the school is an external interference that catalyzes processes of “Indigenous acculturation,” to make clear that the Wayãpi sociopolitical forms of interaction that govern their relationships with alterity also govern their relationships with the state and its representatives. This article is based on my ethnographic study of the school experiences among the Wayãpi living in villages in both countries. [Wayãpi Amerindians, Brazil, schooling, sociopolitical interaction, alterity]
S’appuyant sur une comparaison entre les
processus d’éducation scolaire chez les populations amérindiennes dans
la région frontalière de la Guyane française et du Brésil et, en
particulier, chez les Amérindiens Wayãpi, cet article cherche à
montrer leur contribution à la dynamique de catégorisation identitaire
et d’altérité de ces groupes. La comparaison permet d’analyser les
différentes stratégies des communautés amérindiennes face aux
politiques éducatives nationales française et brésilienne, tout comme
les effets de ces politiques sur leurs actions. La difficulté à
équilibrer les savoirs et formes de transmission amérindienne et ceux
des institutions scolaires est un exemple de leurs conséquences.
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