English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Zendy Plus

Presents the access of premium content as premium feature

Premium Content

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Zendy Tools

Zendy Open

Aspectos e interlocutores de uma pesquisa etnopsicologica com indigenas terena da aldeia Kopenoty na Terra Indigena de Arariba, no municipio de Avai – SP – suscitam a reflexao etica sobre praticas educativas na escola indigena no ensino fundamental e do contato escolar com nao indigenas em contexto urbano no ensino medio e superior, em que se relatou e se observou o nao reconhecimento de formas etnicas particulares de aprendizagem e suas decorrencias em espacos supostamente interculturais. Considerou-se a exclusao e o antecedente de dificuldades historicas enfrentadas pelos povos indigenas e suas consequencias na configuracao atual entre povos indigenas e a educacao regular, em que existe uma relacao de subordinacao a modelos etnocentricos. Tambem se aponta como o modelo de conhecimento nao indigena afeta as instâncias da escola indigena, do ensino fundamental ao ensino superior, como as praticas informais de aprendizagem que sao interpeladas pelo formato de aprendizagem e valores nao indigenas e assim sao desvalorizadas. A reflexao conduziu para a necessidade de, em todas as instâncias mencionadas, reconhecer os terena como tradutores culturais, enquanto capazes de se apropriarem das diversas concepcoes de conhecimento a partir de seus valores particulares a fim de que possam se relacionar com a aprendizagem de forma nao subalterna ao modelo etnocentrico. Palavras-chave : Educacao; Povos indigenas; Escuta psicologica; Interculturalidade. ABSTRACT : Aspects and interlocutors of an ethnopsychological research with indigenous Terena from the Kopenoty village in the Arariba Indigenous Territory in the city of Avai - SP - raise ethical reflection on educational practices in the indigenous school in elementary school, and on school contact with non - indigenous people in urban context in the secondary and higher education, in which the non-recognition of particular ethnic forms of learning and their consequences in supposedly intercultural spaces was observed and reported. The exclusion and antecedents of historical difficulties faced by indigenous peoples and their consequences for the current configuration between indigenous peoples and regular education was considered, in which there is a relation of subordination to ethnocentric models. It is also pointed out how the non-indigenous knowledge model affects the instances of indigenous school, elementary education and even higher education, as well as informal learning practices that are questioned by regular learning format and non-indigenous values and thus are devalued. Reflection has led to the urgence, in all instances, to recognize the terena as cultural translators, while being able to appropriate diverse conceptions of knowledge from their particular values so that they may relate to learning in a not subaltern way to the ethnocentric model. Keywords : Education; Indigenous peoples; Psychological listening; Interculturality.

cadernos cimeac

Educação e aprendizagem de indígenas Terena: considerações éticas a partir de um estudo etnopsicológico / Education and learning of indigenous Terena: ethical considerations from an ethnopsychological study