Diversidade cultural e relações de gênero em uma escola indígena sul-mato-grossense

Gonçalves, Josiane Peres; Oliveira, Edicleia Lima de

doi:10.1590/s1678-4634201844185144

Cited by 6 publications

(4 citation statements)

References 4 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Most existing schools are located in indigenous lands belonging to state and municipal education authorities and some are administered by the private sector (run by Christian churches). Research conducted by Gonçalves and de Oliveira (2018) in Mato Grosso do Sul shows that teachers hold great prestige and power within the community. Notwithstanding the growing attention given to the formal aspects of indigenous school education, important operational, pedagogic and political problems remain unresolved.…”

Section: Indigenous Education In the State Of São Paulo (Sp) And The ...mentioning

confidence: 99%

Indigenous school education as contested spaces: The Brazilian experience in São Paulo and Mato Grosso do Sul

Ioris

Longo

Carmo

et al. 2022

AJIE

View full text Add to dashboard Cite

Indigenous schools are spaces for the convergence of different worldviews and to demonstrate how the creativity of each ethnic group challenges exogenous and established concepts and methodologies. This article examines main trends and pending gaps related to indigenous education in Brazil between the years 2007 and 2019. Issues such as the characterisation of indigenous schools, teachers and students are analysed, with a focus on the evolution of the number of students enrolled, infrastructure, language and pedagogic approaches. The analysis is focused on the states of Mato Grosso do Sul, which has a large indigenous population and an economy based on export-oriented agribusiness, and São Paulo, the main economic, demographic and political centre of Brazil with a much smaller indigenous population. The results demonstrate concrete improvements, especially the expansion of the number of schools and the student population. A growing number of schools are now dedicated to serve indigenous populations and make use of specific teaching material (although this material is of uneven quality). However, many problems remain unresolved, including threats to funding and uncertain administrative support from public authorities, a situation that has been aggravated in recent years with the growing adoption of elitist, anti-indigenous government policies.

show abstract

Section: Indigenous Education In the State Of São Paulo (Sp) And The ...mentioning

confidence: 99%

Indigenous school education as contested spaces: The Brazilian experience in São Paulo and Mato Grosso do Sul

Ioris

Longo

Carmo

et al. 2022

AJIE

View full text Add to dashboard Cite

show abstract

“…It is believed that the expression of cultural diversity, today, comprises the overcoming of the denial of differences. 3 However, these differences are still interpreted as negative, with questions related to the valorization of knowledge (hegemonic) in detriment to other (non-hegemonic).…”

Section: Introductionmentioning

confidence: 99%

Interrelationships of Epistemologies of the South and cross-cultural care in health and Nursing practices

et al. 2023

View full text Add to dashboard Cite

Objective to reflect on the interrelationships of transcultural care and the Epistemologies of the South of health and Nursing practices. Method this is a reflective study, based on a narrative review of the literature, highlighting the concepts of abyssal line, ecology of knowledge, and decolonization of knowledge from the framework of the Epistemologies of the South. Results after the reflective analysis of the material, three reflexive axes emerged, namely: Populations south of the abyssal line; Ecology of knowledge and interculturality; and Decolonization of knowledge in health and nursing practices: culturally congruent care. Final considerations and implications for practice the appreciation of the self-care culture of vulnerable population groups south of the abyssal line is essential to create opportunities for visibility and voice removed by the colonization process in the health field, as a result of the overvaluation of biomedical knowledge. There is a need for dialogue between knowledge to build an environment of mutual learning, characterized as the ecology of knowledge. For this, the decolonization process is needed from the perspective of post-abyssal thinking, with the appreciation of popular knowledge, in favor of culturally congruent care. Finally, in nursing, the framework of the Theory of Universality and Diversity of Cultural Care equips nurses to plan and implement sensitive transcultural care.

show abstract

“…Acreditase que a expressão diversidade cultural, hoje, compreende a superação da negação das diferenças. 3 Porém, essas diferenças ainda são interpretadas como negativas, com questionamentos relacionados à valorização de conhecimentos (hegemônicos) em detrimento a outros (não hegemônicos).…”

Section: Introductionunclassified

Interrelações das Epistemologias do Sul e o cuidado transcultural nas práticas em saúde e Enfermagem

et al. 2023

View full text Add to dashboard Cite

Resumo Objetivo refletir sobre as interrelações do cuidado transcultural e as Epistemologias do Sul nas práticas em saúde e Enfermagem. Método trata-se um de estudo reflexivo, com base em uma revisão narrativa da literatura, destacando os conceitos da linha abissal, ecologia dos saberes e descolonização do saber do referencial das Epistemologias do Sul. Resultados após a análise reflexiva do material emergiram três eixos reflexivos, a saber: Populações ao Sul da linha abissal; Ecologia dos saberes e a interculturalidade; e Descolonização do saber nas práticas em saúde e Enfermagem: cuidado culturalmente congruente. Considerações finais e implicações para a prática a valorização da cultura de autocuidado de grupos populacionais vulneráveis ao sul da linha abissal é fundamental para oportunizar a visibilidade e a voz, retirados pelo processo de colonização no campo da saúde, fruto da supervalorização do saber biomédico. Observa-se a necessidade do diálogo entre os conhecimentos para a construção de um ambiente de aprendizagem mútua, caracterizado como ecologia dos saberes. Para isso, é preciso o processo de descolonização na perspectiva do pensamento pós-abissal, com a valorização do saber popular, em prol de um cuidado culturalmente congruente. Por fim, na Enfermagem, o referencial da Teoria da Universalidade e Diversidade do Cuidado Cultural instrumentaliza o enfermeiro para planejar e implementar o cuidado transcultural sensível.

show abstract

Diversidade cultural e relações de gênero em uma escola indígena sul-mato-grossense

Cited by 6 publications

References 4 publications

Indigenous school education as contested spaces: The Brazilian experience in São Paulo and Mato Grosso do Sul

Indigenous school education as contested spaces: The Brazilian experience in São Paulo and Mato Grosso do Sul

Interrelationships of Epistemologies of the South and cross-cultural care in health and Nursing practices

Interrelações das Epistemologias do Sul e o cuidado transcultural nas práticas em saúde e Enfermagem

Contact Info

Product

Resources

About