Resumo

PAULA, Eunice Dias de. Learning with indigenous children: challenging neocolonial logics that pervade indigenous schooling. R. Educ. Públ. [online]. 2013, vol.22, n.49, suppl.02, pp.437-452. ISSN 2238-2097.

In this paper we discuss the educational process among indigenous peoples, taking as our point of reference the Apyãwa (Tapirapé), MT, Brazil. We highlight the principles of autonomy and the respect for the children typical of indigenous educational processes. Anthropological studies and educational research have demonstrated the effectiveness of these processes (MELIÀ, 1979; PAULA, 1997, 2001; TASSINARI, 2011). Howewer, the projects implanted since colonial times do not take into consideration these practices. Our analysis demonstrates that even courses designed specifically with the intention of preparing indigenous teachers to draw upon an ostensibly culturally appropriate model of indigenous school continue to reinact antiquated colonial practices. A more productive approach would include an emphasis on learning from indigenous children and taking into account the ways they live in their communities.

Palavras-chave : Indigenous Education; Indigenous Teachers; Formative Processes.

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