Temat: Brazilian education - Katalog OPAC zbiorów

Skocz do pozycji: 1.

Tytuł:: BRAZILIAN KEY–THINKERS ON EDUCATION
Autorzy:: FERREIRA, IVAN VILELA
WIGGERS, INGRID DITTRICH
Powiązania:: https://bibliotekanauki.pl/articles/1036449.pdf
Data publikacji:: 2018-12-30
Wydawca:: Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:: Brazilian education
Key-thinkers
Right to Education
Children’s Education
Opis:: It is almost a consensus among the Brazilians that, in order to solve the social issues, the education must be improved. Thus, the present study aimed to analyze the Brazilian key-thinkers on education. Rui Barbosa, Fernando de Azevedo, Anísio Teixeira, Cecília Meireles, and Paulo Freire were selected because they worked to develop some aspects of education: politics, educational system, philosophy of education, childhood education and pedagogical methods. These intellectuals fought against powerful societal forces, but they did not give up on transforming the Brazilian education, and, consequently, the Brazilian society. Therefore, they were selected to represent the Brazilian key-thinkers on education.
Źródło:: Society Register; 2018, 2, 2; 107-130
2544-5502
Pojawia się w:: Society Register
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 2.

Tytuł:: Assessment of Intercultural Bilingual Education in the Brazilian State of Amazonas
Autorzy:: Meunier, Olivier
Powiązania:: https://bibliotekanauki.pl/articles/2119696.pdf
Data publikacji:: 2016-10-31
Wydawca:: Uniwersytet Łódzki. Wydawnictwo Uniwersytetu Łódzkiego
Tematy:: Intercultural Bilingual Education
Socio-Cultural Knowledge
Formal and Informal Education
Cultural Anthropology
Brazilian State of Amazonas
Opis:: In Brazil, and more generally, in Latin America, the struggle of the indigenous movements for the demarcation of their ancestral land and the development of an intercultural education contributed to the constitutional changes of the 1980s, which led these states to regard themselves as a multicultural nation and to recognize specific collective rights to native people and tribes living on their territory. This dynamic deals with the scope of a democratic transition and a decentralization process which characterizes a new form of governance of almost all Latin America countries where the indigenous territories and the resources at their disposal can be preserved. By giving the possibility to formulate another vision of the school education based on a dialectic between indigenous knowledge and school knowledge in a sustainable developmental perspective of the indigenous territories, new experiments started to be expanded from the 1990s. This article advances the discussion between globalized and localized educational practices. It enlightens the debate between the homogenization of school systems and other alternatives such as the use of traditional knowledge. It focuses on socio-cultural knowledge and its intersection between formal and informal education. The first section of this paper presents the theoretical framework of my research and its methodology. The second section discusses, in a historical background, how the Brazilian indigenous public policies were implemented. In the third section, I use my fieldwork data to examine and analyze the advent and the development of intercultural bilingual education (IBE) in two regions of Amazonas state (Alto Solimões and Alto Rio Negro) among the Ticuna, Baniwa, and Tukano people during the 1990s and 2000s.
Źródło:: Qualitative Sociology Review; 2016, 12, 4; 60-82
1733-8077
Pojawia się w:: Qualitative Sociology Review
Dostawca treści:: Biblioteka Nauki

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