2000
DOI: 10.1590/s0100-15742000000300001 View full text |Buy / Rent full text
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Abstract: RESUMOO trabalho pretende fornecer subsídios críticos à educação escolar indígena no Brasil, centrando-se no aprofundamento do tema do currículo intercultural e a formação de professores indígenas. Para isso, contextualiza a história de projetos de responsabilidade de organizações não governamentais dedicadas, no Brasil nos finais do século XX, à construção de propostas curriculares para o magistério e as escolas indígenas, com visível repercussão nas políticas públicas oficiais. Aborda especialmente alguns de… Show more

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“…According to these teachers' perspective, the school curriculum is a significant communication and intercultural social action. Curricula are historical-meaning-construction processes, which involve teachinglearning relationships at school (Monte, 2000).…”
Section: The Indigenous Teachers' Training Course-cfdi In Acre Statementioning
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“…According to these teachers' perspective, the school curriculum is a significant communication and intercultural social action. Curricula are historical-meaning-construction processes, which involve teachinglearning relationships at school (Monte, 2000).…”
Section: The Indigenous Teachers' Training Course-cfdi In Acre Statementioning
“…During this period, the indigenous teacher's training aimed at bilingual literacy and mathematics. However, since 1991, the Ministry of Education and Sports-MEC-became responsible for coordinating indigenous education initiatives (Monte, 2000).…”
Section: Introductionmentioning
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“…HIL empowered monitors both psychologically and socially because it was incorporated into the indigenous education program, which was designed to promote citizenship through indigenous control of shared traditional and scientific knowledge (Monte 2000, Little 2005). The integration in the education program guaranteed continuity of training and monitoring linked to broader cognitive domains.…”
Section: Monitoring Systems Strategies and Local Empowermentmentioning
“…Uma primeira tendência foi a de preocupação multicultural com ênfase em identidades coletivas, com destaque para a identidade indígena (Monte, 2000;Paes, 2002;Weigel, 2003;Cavalcante, 2003;Oliveira, 2003;Gomes, 2006). Trabalhos nessa linha desenvolveram-se a partir de uma visão multicultural pós--colonial, ressaltando a diversidade dentro da categoria indígena, de modo que se levem em conta as configurações culturais e as expectativas dessas identidades nas escolas, entendidas como espaços de fronteira.…”
Section: Analisando a Produção Do Conhecimento Nos Periódicosunclassified