Territorial learning and childcare practices: exploring relations between territory and care in the intercultural training of indigenous educators in Brazil

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dc.creatorAna Maria R. Gomes
dc.creatorÉrica Dumont Pena
dc.date.accessioned2024-12-06T01:02:26Z
dc.date.accessioned2025-09-08T23:11:52Z
dc.date.available2024-12-06T01:02:26Z
dc.date.issued2023-08-21
dc.identifier.doihttps://doi.org/10.1080/03054985.2023.2213885
dc.identifier.issn1465-3915
dc.identifier.urihttps://hdl.handle.net/1843/78483
dc.languageeng
dc.publisherUniversidade Federal de Minas Gerais
dc.relation.ispartofOxford Review of Education
dc.rightsAcesso Restrito
dc.subjectCrianças indígenas
dc.subjectCrianças indígenas -- Educação -- Brasil
dc.subjectIndígenas -- Educação
dc.subjectIndígenas -- Educação -- Brasil
dc.subjectProfessores indígenas -- Formação
dc.subject.otherTerritorial learning
dc.subject.otherIndigenous children
dc.subject.otherChildcare
dc.subject.otherIndigenous education
dc.subject.otherIndigenous teachers training
dc.titleTerritorial learning and childcare practices: exploring relations between territory and care in the intercultural training of indigenous educators in Brazil
dc.typeArtigo de periódico
local.citation.epage535
local.citation.issue4
local.citation.spage519
local.citation.volume49
local.description.resumoThe article discusses Indigenous caring relations in everyday practices involving children, in which co-learning approaches, as well as peer-to-peer learning processes, are grounded in territory. We revisit a set of learning encounters that unfolded as part of the Intercultural Training Programme for Indigenous Educators in Southeast Brazil. The course is part of the Minas Gerais Federal University’s (UFMG) Faculty of Education where, since 2006, it has trained and qualified Indigenous teachers to deliver Primary and Secondary education. In the text we argue in favour of the ‘school for many’, highlighting the pedagogical possibilities that emerge from the course’s ethnographic focus and, more specifically, from two care-taking learning scenarios with and among children. The records of these activities allow us to envision an educational agenda that includes such topics, respecting and dialoguing with Indigenous cosmologies and traditions; one that assumes this dialogue to be a fundamental part of Indigenous peoples’ resistance and respect for life.
local.identifier.orcidhttps://orcid.org/0000-0002-3440-931X
local.identifier.orcidhttps://orcid.org/0000-0003-1220-6041
local.publisher.countryBrasil
local.publisher.departmentENF - DEPARTAMENTO DE ENFERMAGEM MATERNO INFANTIL E SAÚDE PÚBLICA
local.publisher.departmentFAE - DEPARTAMENTO DE CIÊNCIAS APLICADAS À EDUCAÇÃO
local.publisher.initialsUFMG
local.url.externahttps://www.tandfonline.com/doi/full/10.1080/03054985.2023.2213885#abstract

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