Keywords
traditional indigenous knowledge
otherness relations
How to Cite
Abstract
This paper aims to discuss ongoing research on the Xikrin people of Bacajá and the Baniwa people. Its purpose is to reflect on indigenous schools in two different ethnographic contexts. The Xikrin and the Baniwa are examples that show how the development of indigenous schools in Brazil has happened in different ways and at different times, and how these factors help trace educational specificities for each one of these places. The elements that illustrate these specificities are diverse; this paper presents how knowledges that are recognized as ‘traditional’ by indigenous and non-indigenous teachers have become educational activities in the classroom. How are these activities designed and what meaning do they acquire when they are brought to schools? These ethnographic experiences lead to a reflection on the way(s) in which indigenous practices are resignified when taken to the classroom, and how they help reveal relations and negotiations between traditional knowledge and pedagogical practices in schools.
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