Narrative of indigenous education and indigenous school education: The school and the teaching of the Balatiponé-Umutina people

Eliane Boroponepa Monzilar

Abstract


This article deals with the study of the narrative of indigenous education and indigenous school education: The school and the teaching of the Balatiponé-Umutina people are interconnected with traditional and non-traditional educational processes focusing on impacts, advances, bottlenecks, challenges and actions that the indigenous Balatiponé-Umutina fought and organized to resist, keep alive and reconstruct the practices of traditional knowledge. The objective is to contribute to the discussion and dialogue regarding indigenous education througt the lens of the indigenous people themselves. It will include reports of elders who are knowledgeable about knowledge, young people, teachers of the Jula Paré school of indigenous education, data obtained by participant observation, its largest source and bibliographical sources. It is a record told by the indigenous researcher belonging to the said people and will promote the strengthening and dissemination of ancestral knowledge. In the school space there is a network of dialogue, an interaction between teachers, students, parents, chief, leaders, elders and community practicing ancestral actions such as dances, songs, language, body painting, stories, rituals and typical foods, crafting, traditional festival, which is held in the month of April, is the place that connects the making and learning of knowledge, as well as fosters questions about the spirituality and the conception of youth of the present compared to the past generation. It is important that elders teach knowledge, traditional knowledge for children and young people so that they can learn, build and rebuild values, be protagonists and have an indigenous Balatiponé-Umutina conception.


Keywords


School; Learning; Indigenous education; Knowledge



DOI: https://doi.org/10.14507/epaa.28.4769

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Copyright (c) 2020 Eliane Boroponepa Monzilar

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