Decolonial Indigenous Education: Contribution to Ethnic-Racial and Intercultural Education

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Fabrício Cesar Da Costa Rodrigues
Fabrício Cesar Da Costa Rodrigues

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The purpose of this study is to reflect on some issues of intercultural and decolonial education, based on the Latin American decolonial thought that, in this research, since 2017 until the present day, has been developing in the villages of the Indigenous Territory of Alto Guamá River (TIARG), in Santa Luzia do Pará, and the Karipuna People, located in the Uaçá Indigenous Territory, Oiapoque County, Amapá State. This article was constructed from an ethnographic research and field expeditions carried out with indigenous teachers and students, both in the village of São Pedro and in the school of the village Frasqueira, Tembé Tenetehara people, and in the village Manga, in the Uaçá Indigenous Land, Karipuna people, with the objective of presenting a proposal for ethnic-racial decolonial education. Inserting ethnic-cultural diversity in indigenous intercultural education is a major challenge. In this regard, it is an opportunity to think about ethnic-racial education, that is, to present a critical conception, resignifying eurocentric positions regarding to the situation of ethnic-racial relations in Brazil. The intervention of ethnic-racial practice and interculturality in pedagogical practice enables different types of knowledge and establishes a relationship of equality, dialogue and respect.

Funding

No external funding was declared for this work.

Conflict of Interest

The authors declare no conflict of interest.

Ethical Approval

No ethics committee approval was required for this article type.

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Not applicable for this article.

Fabrício Cesar Da Costa Rodrigues. 2026. \u201cDecolonial Indigenous Education: Contribution to Ethnic-Racial and Intercultural Education\u201d. Global Journal of Human-Social Science - G: Linguistics & Education GJHSS-G Volume 24 (GJHSS Volume 24 Issue G6): .

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Decolonial Indigenous Education and Ethnic-Racial Intercultural Education for social inclusion.
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GJHSS Volume 24 Issue G6
Pg. 13- 20
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Crossref Journal DOI 10.17406/GJHSS

Print ISSN 0975-587X

e-ISSN 2249-460X

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August 24, 2024

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English

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The purpose of this study is to reflect on some issues of intercultural and decolonial education, based on the Latin American decolonial thought that, in this research, since 2017 until the present day, has been developing in the villages of the Indigenous Territory of Alto Guamá River (TIARG), in Santa Luzia do Pará, and the Karipuna People, located in the Uaçá Indigenous Territory, Oiapoque County, Amapá State. This article was constructed from an ethnographic research and field expeditions carried out with indigenous teachers and students, both in the village of São Pedro and in the school of the village Frasqueira, Tembé Tenetehara people, and in the village Manga, in the Uaçá Indigenous Land, Karipuna people, with the objective of presenting a proposal for ethnic-racial decolonial education. Inserting ethnic-cultural diversity in indigenous intercultural education is a major challenge. In this regard, it is an opportunity to think about ethnic-racial education, that is, to present a critical conception, resignifying eurocentric positions regarding to the situation of ethnic-racial relations in Brazil. The intervention of ethnic-racial practice and interculturality in pedagogical practice enables different types of knowledge and establishes a relationship of equality, dialogue and respect.

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Decolonial Indigenous Education: Contribution to Ethnic-Racial and Intercultural Education

Fabrício Cesar Da Costa Rodrigues
Fabrício Cesar Da Costa Rodrigues

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