WHAT CAN INDIGENOUS CHILDREN'S EDUCATION TEACH IN SCHOOLS FOCUSED ON EARLY CHILDHOOD EDUCATION?
DOI:
https://doi.org/10.5216/ia.v47i1.71190Abstract
This article is a theoretical reflection, the result of previous studies, related to the schooling of indigenous children. It is not our intention to present empirical research results, but rather, an attempt to engage in dialogues that expand and problematize conceptions about childhood times/spaces in their multiplicities and cultural singularities, taking as a guide the multiple ways in which indigenous children rub shoulders with life, experiencing their worlds. In this attempt, we focus on theoretical references of Sociology and Philosophy of childhood, opting for authors who inaugurated this type of approach, because we understand that their contributions are original and timeless, contributing to pluralizing concepts such as: child, childhood and children's culture. In this way, it is in an attempt to collaborate for the construction
of an "Indigenous Pedagogy", which reorients school education focused on childhood, that this study addresses itself.
KEYWORDS: Children. Childhood. Indigenous People. Education.
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