From colonizing school to place of ethnic resistance: A special and different indigenous school for the Mbya Guaraní people

Fatima Rosane Silveira Souza, Ana Luisa Teixeira Menezes


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.


indigenous school; ethnic resistance; Guaraní; public policies


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Copyright (c) 2020 Fatima Rosane Silveira Souza, Ana Luisa Teixeira Menezes


Contact EPAA//AAPE at Mary Lou Fulton Teachers College