A ESCOLA INDÍGENA NO DIREITO BRASILEIRO: PRINCÍPIOS REGENTES DA ESCOLA INDÍGENA

Eliuvomar Cruz da Silva; Laury Vander Leandro de Souza; Samara Soares de Freitas; Vanuzia Silva de Assis Holanda; Isac Moreira Rodrigues; José Cruz Queiroz do Nascimento

doi:10.51473/ed.al.v3i1.689

THE INDIGENOUS SCHOOL IN BRAZILIAN LAW

GOVERNING PRINCIPLES OF THE INDIGENOUS SCHOOL

Authors

Eliuvomar Cruz da Silva Author
Laury Vander Leandro de Souza Author
Samara Soares de Freitas Author
Vanuzia Silva de Assis Holanda Author
Isac Moreira Rodrigues Author
José Cruz Queiroz do Nascimento Author

DOI:

https://doi.org/10.51473/ed.al.v3i1.689

Keywords:

Principles, Indigenous School, Brazil

Abstract

This article presents an excerpt from the Doctoral Thesis that investigates HIGHER EDUCATION: THE TRAINING OF INDIGENOUS TEACHERS IN THE PEDAGOGY COURSE – NATIONAL PROGRAM FOR TRAINING BASIC EDUCATION TEACHERS (PARFOR), IN THE MUNICIPALITY OF SANTO ANTÔNIO DO IÇÁ – AMAZONAS. The study deals with the insertion of the school in the Brazilian indigenous space where the school among indigenous communities acquires a new meaning, starting to be contemplated as a means of guaranteeing access to general knowledge without having to deny their cultural specifi cities and their ethnic identities. The proposal for a diff erentiated indigenous school represents a great novelty in the country’s educational system and requires that responsible bodies and institutions defi ne new mechanisms, concepts and dynamics so that these schools are eff ectively benefi ted and incorporated with their inclusion in the offi cial network, and respected in their particularities.

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Author Biographies

Eliuvomar Cruz da Silva

Doutor em Educação pela Universidade Interamericana do Paraguay-PY. Mestre em Ciências da Educação pela Interamericana
do Paraguay-PY. Especialista em Didática do Ensino Superior pela Faculdade Táhirih. Graduado em Pedagogia pela Universidade
Federal do Amazonas-UFAM.
Laury Vander Leandro de Souza

Doutoranda em Educação pela Universidade Interamericana do Paraguay-PY. Mestra em Ensino de Ciências Ambientais pela
Universidade Federal do Amazonas - UFAM. Especialista em Psicopedagogia Clinica, Institucional e TGD pelo Instituto Prominas.
Graduada em Pedagogia pela Universidade Federal do Amazonas-UFAM.
Samara Soares de Freitas

Especialista em Psicopedagogia Institucional pela Faculdade Kurios. Graduada em Pedagogia pela Universidade do Estado
do Amazonas-UEA
Vanuzia Silva de Assis Holanda

Especialista em Gestão Escolar e Coordenação Pedagógica pela Faculdade Kurios. Graduada em Pedagogia pela Universidade do
Estado do Amazonas-UEA.
Isac Moreira Rodrigues

Especialista em Metodologia do Ensino da Matemática pela FAIBRA. Graduado em Matemática pela Universidade do Estado do
Amazonas- UEA
José Cruz Queiroz do Nascimento

Mestrando em Ciências da Educação pela Universidade Interamericana do Paraguay-PY. Especialista em Gestão Educacional pela
Faculdade de Educação da Serra-FASE. Graduado em Pedagogia pela Universidade Federal do Amazonas-UFAM

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Published

2024-01-22

Issue

Vol. 3 No. 1 (2023): January to July 2023 edition of RCMOS - Multidisciplinary Scientific Journal The Knowledge.

Section

Articles

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How to Cite

SILVA, Eliuvomar Cruz da; SOUZA, Laury Vander Leandro de; FREITAS, Samara Soares de; HOLANDA, Vanuzia Silva de Assis; RODRIGUES, Isac Moreira; NASCIMENTO, José Cruz Queiroz do. THE INDIGENOUS SCHOOL IN BRAZILIAN LAW: GOVERNING PRINCIPLES OF THE INDIGENOUS SCHOOL. Multidisciplinary Scientific Journal The Knowledge, Brasil, v. 3, n. 1, p. 1–5, 2024. DOI: 10.51473/ed.al.v3i1.689. Disponível em: https://submissoesrevistacientificaosaber.com/index.php/rcmos/article/view/430.. Acesso em: 18 oct. 2024.