<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1517-9702</journal-id>
<journal-title><![CDATA[Educação e Pesquisa]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. Pesqui.]]></abbrev-journal-title>
<issn>1517-9702</issn>
<publisher>
<publisher-name><![CDATA[Faculdade de Educação da Universidade de São Paulo]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1517-97022015000501173</article-id>
<article-id pub-id-type="doi">10.1590/S1517-9702201508144903</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Descobrindo o contemporâneo no tradicional: reavaliação do impacto das pedagogias indígena maia e ocidental moderna sobre a identidade e o Self]]></article-title>
<article-title xml:lang="en"><![CDATA[Finding the contemporary in the traditional: reassessing the impact of indigenous Maya and modern western pedagogies on identity and self]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ludwig]]></surname>
<given-names><![CDATA[Sheryl Ann]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[LeCompte]]></surname>
<given-names><![CDATA[Margaret Diane]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Denver University Colorado Women&#8217;s College ]]></institution>
<addr-line><![CDATA[Denver CO]]></addr-line>
<country>EUA</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,University of Colorado-Boulder  ]]></institution>
<addr-line><![CDATA[Boulder CO]]></addr-line>
<country>EUA</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2015</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2015</year>
</pub-date>
<volume>41</volume>
<numero>spe</numero>
<fpage>1173</fpage>
<lpage>1190</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1517-97022015000501173&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1517-97022015000501173&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1517-97022015000501173&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[ResumoEste trabalho compara o que &#233; ensinado e aprendido &#8211; e n&#227;o o que se pretende &#8211; em diferentes cen&#225;rios educativos e dois momentos hist&#243;ricos. Considerando estudos etnogr&#225;ficos realizados nos Estados Unidos e na Guatemala, compara o &#8220;curr&#237;culo oculto&#8221; (KOHLBERG, 1975) da escolariza&#231;&#227;o ocidental formal &#8211; normas, valores e pr&#225;ticas transmitidos pelo conte&#250;do de conhecimento ensinado, e os padr&#245;es de intera&#231;&#227;o, procedimentos de avalia&#231;&#227;o e estruturas de participa&#231;&#227;o utilizados (PHILLIPS, 1983) - com estruturas similares em uma comunidade ind&#237;gena maia da Guatemala. Analisa o que as crian&#231;as aprendem, o impacto sobre suas identidades e como esse aprendizado se conecta com os destinos sociais e ocupacionais futuros. Os cen&#225;rios educacionais diferem quanto aos tipos de aprendizagem e de ensino que mant&#234;m; produzem tipos diferentes de educandos com resultantes identidades e metas diversas. Tem sido afirmado que a escolariza&#231;&#227;o moderna realmente interfere nos valores e pr&#225;ticas das assim chamadas culturas tradicionais, levando ao abandono das l&#237;nguas, pr&#225;ticas e cren&#231;as tradicionais. Esse tipo de argumento ignora a flexibilidade das culturas tradicionais, relegando-as a um &#8220;presente&#8221; est&#225;tico que n&#227;o &#233; caracter&#237;stico das identidades din&#226;micas que de fato se constroem no s&#233;culo XXI. N&#243;s afirmamos o contr&#225;rio: que as pedagogias tradicionais podem proteger a durabilidade da identidade cultural (SPINDLER, G; SPINDELER, L, 2000) e levar a uma acomoda&#231;&#227;o mais bem-sucedida &#224; modernidade (RUDOLPH, L; RUDOLPH, S, 1984). Ligamos esse argumento &#224;s pesquisas que estudam mitos a respeito do que a escolariza&#231;&#227;o pode e n&#227;o pode fazer para alcan&#231;ar a mobilidade social e condi&#231;&#245;es sociais melhores.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[AbstractThis work contrasts what is taught and learned &#8211; other than what is intended &#8211; in different educative settings and two historical eras. In a comparison of ethnographic studies conducted in the US and in Guatemala, it compares the &#8220;hidden curriculum&#8221; (KOHLBERG, 1975) of formal western schooling &#8211; the norms, values and practices that are conveyed by the content knowledge taught, and the interaction patterns, assessment procedures and participation structures used (PHILLIPS, 1983) &#8211; with similar structures in an indigenous Maya community in Guatemala. It analyzes what children learn, the impact on their identities, and how those types of learning connect to future social and occupational destinations. Educational settings differ in the types of learning and teaching they support; they produce different kinds of learners with different identities and goals. It has been argued that modern schooling actually interferes with the values and practices of so-called traditional cultures, leading to the abandonment of traditional languages, practices and beliefs. Such an argument denies the flexibility of traditional cultures, relegating them to a static &#8220;present&#8221; not characteristic of the dynamic identities actually being constructed in the 21st century. Conversely, we argue that traditional pedagogies can protect enduring cultural identity (SPINDLER, G; SPINDLER, L, 2000) and lead to more successful accommodation to modernity (RUDOLPH, L; RUDOLPH, S, 1984). We connect this argument with research exploring myths about what schooling can and cannot do to achieve social mobility and improved societal conditions.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Identidade indígena]]></kwd>
<kwd lng="pt"><![CDATA[Currículo oculto]]></kwd>
<kwd lng="pt"><![CDATA[Escolarização]]></kwd>
<kwd lng="pt"><![CDATA[Reprodução cultural]]></kwd>
<kwd lng="pt"><![CDATA[Sociologia da educação]]></kwd>
<kwd lng="en"><![CDATA[Indigenous identity]]></kwd>
<kwd lng="en"><![CDATA[Hidden curriculum]]></kwd>
<kwd lng="en"><![CDATA[Schooling]]></kwd>
<kwd lng="en"><![CDATA[Cultural reproduction]]></kwd>
<kwd lng="en"><![CDATA[Sociology of education]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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