@article{Souza_Menezes_2020, title={From colonizing school to place of ethnic resistance: A special and different indigenous school for the Mbya Guaraní people}, volume={28}, url={https://epaa.asu.edu/index.php/epaa/article/view/4770}, DOI={10.14507/epaa.28.4770}, abstractNote={<p>This article proposes discussions about the education in the indigenous school, from the perspective of the Mbya-Guarani people of the villages Tekoa Ka’agui Poty and Tekoá Yvy Poty, sur of Brazil. The indigenous school wanted to transform from the model of a colonialist and integrationist school into a place of ethnic resistance and the preservation of culture. As a public policy, its effectiveness depends on governmental perspectives that are influenced by non-indigenous difficulty in understanding and respecting the Guaraní culture. The Guarani make no distinction between life, education, and spirituality and want a school that contributes to strengthening this way of living. The research methodology is inspired by participatory and collaborative research, which provides reciprocal and symmetrical exchanges between indigenous and non-indigenous people.<strong></strong></p>}, journal={Education Policy Analysis Archives}, author={Souza, Fatima Rosane Silveira and Menezes, Ana Luisa Teixeira}, year={2020}, month={Nov.}, pages={164} }