Learning from Brazilian Indigenous Peoples: Towards a Decolonial Education release_vxjkoqp22zadrhjmp6x5sqmnta

by Reinaldo Matias Fleuri, Lilian Jurkevicz Fleuri

Published in The Australian Journal of Indigenous Education by Cambridge University Press (CUP).

2017   Volume 47, Issue 01, p8-18

Abstract

This study argues that western societies have to learn from the cosmological vision of first peoples. In the Brazilian context, despite the genocide of these peoples, there still remains a rich variety of cultures, keeping their traditions and lifestyles based on the concept of <jats:italic>buen vivir</jats:italic>, in Spanish, or <jats:italic>Tekó Porã</jats:italic> as the Guarani people say. From a decolonial intercultural approach, we can learn a sustainable way of life from indigenous peoples, and create relevant policies and educational frameworks. Principles of <jats:italic>buen vivir</jats:italic> such as cooperation and reciprocity are incorporated by Paulo Freire in his dialogic pedagogy. Freire has incorporated these principles due to his engagement with social and communitarian movements. For this reason, his pedagogical proposal is not limited to school contexts only; it is rather linked to community and social praxis. This political transformation of educational praxis involves changes in the modern-colonial matrix of power and knowledge. Deconstructing racism and the myth of universality is necessary for recognizing epistemic rationalities developed by indigenous communities, in order for us to establish with them critical dialogue and mutually enriching interaction. In this sense, the newly introduced term neologism 'conversity' indicates intercultural dialogue resulting from the recognition of indigenous peoples and social movements as producers of legitimate knowledge and autonomous organisation.
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Date   2017-12-07
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