%0 Journal Article
%T Land and traditional knowledge: possible articulations in the indigenous school space
%A Antonio Jac¨® Brand
%A Val¨¦ria Aparecida Mendon£¿a de Oliveira Calderoni
%J Pr¨¢xis Educativa
%D 2012
%I Universidade Estadual de Ponta Grossa
%X Interferences are analyzed with regard to the historical processes of deterritorialization and territorial confinement among Kaiow¨¢ and Guarani populations in southern Mato Grosso, Brazil, on the production and re-signification of their traditional knowledge and wisdom and on possible difficulties in the eventual transition to school spaces. Foregrounded on Oliveira Filho (1999), Bhabha (2003), Sousa Santos (2005), Descola (1988), Meli¨¤; Gr¨¹nberg and Gr¨¹nberg (2008) and others, a review of the literature was undertaken as techno-methodological procedure with special reference to interviews with indigenous teachers. Partial results highlight the relevance of what happens inside the territory, especially the changes in social organization for processes related to traditional indigenous wisdom. Internal events, acknowledged as relevant spaces in the process, have had their importance reduced. Nevertheless, the indigenous way of reframing and translating their knowledge persists and pervades even the struggle against the historically imposed confinement.
%K Territory
%K Traditional wisdom
%K School space
%U http://www.revistas2.uepg.br/index.php/praxiseducativa/article/view/5060/3328