School as place of cultures:what the Indians say about school and curriculum
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Revista de Educação Pública
Print version ISSN 0104-5962On-line version ISSN 2238-2097
Abstract
NASCIMENTO, Rita Gomes. School as place of cultures:what the Indians say about school and curriculum. R. Educ. Públ. [online]. 2017, vol.26, n.62, pp.373-389. ISSN 2238-2097. https://doi.org/10.5965/01045962v26n622017389.
Based on the statements of indigenous teachers and leaders about the differentiated school, this paper presents a reflection on curricular plurality that takes culture, alongside identity, as central categories. Seeking to build their curricula in accordance with the precepts of the intercultural paradigm, indigenous people move in a field of speachs about rights that cover the public spaces for the enunciation of differences and their refutations in the legal diplomas that guide the policies of school education indigenous. Thus, curriculum policies can be thought of through the ideas of plurality and diversity.
Keywords : Differentiated School Curriculum; Intercultural Curriculum; Differentiated School.