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Doctoral Thesis
DOI
10.11606/T.8.2009.tde-24082009-170851
Document
Author
Full name
Luis Donisete Benzi Grupioni
E-mail
Institute/School/College
Knowledge Area
Date of Defense
Published
São Paulo, 2008
Supervisor
Committee
Gallois, Dominique Tilkin (President)
Azevedo, Marta Maria do Amaral
Monserrat, Ruth Maria Fonini
Souza, Lynn Mario Trindade Menezes de
Vidal, Lux Boelitz
Title in Portuguese
Olhar longe, porque o futuro é longe - cultura, escola e professores indígenas no Brasil
Keywords in Portuguese
Direitos indígenas
Educação escolar indígena
Objetivação da cultura
Políticas públicas
Professores indígenas
Abstract in Portuguese
Mundialmente multiplicam-se os contextos institucionais em que representantes indígenas são instados a produzirem discursos sobre suas próprias culturas. No Brasil, em particular, emergem, de forma sui generis, os contextos formais de escolarização indígena que se estruturaram ao longo dos anos 90, e se tornaram locus produtivos de enunciados culturais. Essa tese analisa como se deu a constituição da proposta de educação diferenciada como um direito dos grupos indígenas no Brasil. Investiga como se constituiu uma política pública de educação escolar indígena e os percalços pelos quais ela vem passando na medida em que a instituição escolar dissemina-se pelas terras indígenas, Brasil afora. Tomando a formação de professores indígenas como central para a viabilização da propagada educação diferenciada, problematiza os discursos indígenas sobre cultura proferidos a partir da escola indígena.
Title in English
To look forward, since the future is far away culture, school and indigenous teachers in Brazil
Keywords in English
Indigenous rights
Indigenous school education
Indigenous teachers
Objectification of culture
Public policies
Abstract in English
All over the world, institutional venues giving voice to indigenous representatives have multiplied, compelling them to produce speeches on their own culture. Throughout the 90s, a distinct formal indigenous educational system has emerged, particularly in Brazil, and it serves as a productive locus to enunciate cultural statements. This thesis analyzes the proposal of distinguished education as a right of the indigenous peoples in Brazil. It investigates how a public policy specific for indigenous school education has been structured and the mishaps coming from the spread of the school institution throughout the indigenous lands in Brazil. Taking into account the coaching of indigenous teachers as central for the fulfilment of the disseminated distinguished education, it puts in question the indigenous statements on culture voiced from the indigenous school.
 
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Publishing Date
2009-08-24
 
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