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Indigenous School Policies and Politics: The Sociopolitical Relationship of Wayãpi Amerindians to Brazilian and French Guianan Schooling
Author(s) -
Da Silva Macedo Silvia Lopes
Publication year - 2009
Publication title -
anthropology and education quarterly
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.531
H-Index - 46
eISSN - 1548-1492
pISSN - 0161-7761
DOI - 10.1111/j.1548-1492.2009.01034.x
Subject(s) - alterity , indigenous , acculturation , ethnography , sociology , politics , state (computer science) , gender studies , political science , anthropology , ethnic group , law , ecology , epistemology , philosophy , algorithm , computer science , biology
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]