Indigenous Education and Intercultural Dialogue: A Class Shared between Kaingang University Students from Brazil and students from the United Kingdom

Jorge Alejandro  Santos; Cláudia  Battestin; Darren Reid; Leonel Piovezana

doi:10.14507/epaa.28.4782

Indigenous Education and Intercultural Dialogue: A Class Shared between Kaingang University Students from Brazil and students from the United Kingdom

Jorge Alejandro Santos, Cláudia Battestin, Darren Reid, Leonel Piovezana

Research output: Contribution to journal › Article › peer-review

1 Citation (Scopus)

172 Downloads (Pure)

Abstract

The article presents an experience of intercultural dialogue through a class shared among Brazilian students of the Kaingang people and history students of Coventry University in the United Kingdom. It is inspired by the proposal of intercultural philosophy that postulates the dialogue between cultures as a method to articulate an alternative project to the current process of globalization, based on the diversity of cultures understood as reserves of humanity capable of providing resources for a globalization based on cooperation between peoples and cultures. The construction of this dialogue requires concrete actions and proposals that carry forward what is merely stated philosophically. We believe that the educational field, in particular the indigenous school, is an excellent space to articulate the intercultural dialogue in a practical and concrete way. Therefore, in addition to presenting the experience, its results are evaluated qualitatively, showing the positive impact it had on the two groups that participated in it.

Original language	English
Article number	161
Pages (from-to)	1-21
Number of pages	21
Journal	Education Policy Analysis Archive
Volume	28
Issue number	161
DOIs	https://doi.org/10.14507/epaa.28.4782
Publication status	Published - 2 Nov 2020

Bibliographical note

EPAA/AAPE is a peer-reviewed, open-access, international, multilingual, and multidisciplinary journal designed for researchers, practitioners, policy makers, and development analysts concerned with education policies.

Keywords

brazil
indigenous
kaingang
education
Intercultural dialogue
Intercultural communication
native american
Indigenous community engagement
Indigenous empowerment
Indigenous knowledge

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

Access to Document

10.14507/epaa.28.4782

PublishedFinal published version, 866 KBLicence: CC BY-SA
Indigenous Education and Intercultural DialoguesFinal published version, 500 KBLicence: CC BY-SA

Cite this

Indigenous Education and Intercultural Dialogue: A Class Shared between Kaingang University Students from Brazil and students from the United Kingdom. / Santos, Jorge Alejandro ; Battestin, Cláudia ; Reid, Darren et al.
In: Education Policy Analysis Archive, Vol. 28, No. 161, 161, 02.11.2020, p. 1-21.

Research output: Contribution to journal › Article › peer-review

@article{bd17297b63574255b10bc2441f77d328,

title = "Indigenous Education and Intercultural Dialogue: A Class Shared between Kaingang University Students from Brazil and students from the United Kingdom",

abstract = "The article presents an experience of intercultural dialogue through a class shared among Brazilian students of the Kaingang people and history students of Coventry University in the United Kingdom. It is inspired by the proposal of intercultural philosophy that postulates the dialogue between cultures as a method to articulate an alternative project to the current process of globalization, based on the diversity of cultures understood as reserves of humanity capable of providing resources for a globalization based on cooperation between peoples and cultures. The construction of this dialogue requires concrete actions and proposals that carry forward what is merely stated philosophically. We believe that the educational field, in particular the indigenous school, is an excellent space to articulate the intercultural dialogue in a practical and concrete way. Therefore, in addition to presenting the experience, its results are evaluated qualitatively, showing the positive impact it had on the two groups that participated in it.",

keywords = "brazil, indigenous, kaingang, education, Intercultural dialogue, Intercultural communication, native american, Indigenous community engagement, Indigenous empowerment, Indigenous knowledge",

author = "Santos, {Jorge Alejandro} and Cl{\'a}udia Battestin and Darren Reid and Leonel Piovezana",

note = "EPAA/AAPE is a peer-reviewed, open-access, international, multilingual, and multidisciplinary journal designed for researchers, practitioners, policy makers, and development analysts concerned with education policies.",

year = "2020",

month = nov,

day = "2",

doi = "10.14507/epaa.28.4782",

language = "English",

volume = "28",

pages = "1--21",

journal = "Education Policy Analysis Archive",

issn = "1068-2341",

publisher = "Mary Lou Fulton Teachers College",

number = "161",

}

TY - JOUR

T1 - Indigenous Education and Intercultural Dialogue

T2 - A Class Shared between Kaingang University Students from Brazil and students from the United Kingdom

AU - Santos, Jorge Alejandro

AU - Battestin, Cláudia

AU - Reid, Darren

AU - Piovezana, Leonel

N1 - EPAA/AAPE is a peer-reviewed, open-access, international, multilingual, and multidisciplinary journal designed for researchers, practitioners, policy makers, and development analysts concerned with education policies.

PY - 2020/11/2

Y1 - 2020/11/2

N2 - The article presents an experience of intercultural dialogue through a class shared among Brazilian students of the Kaingang people and history students of Coventry University in the United Kingdom. It is inspired by the proposal of intercultural philosophy that postulates the dialogue between cultures as a method to articulate an alternative project to the current process of globalization, based on the diversity of cultures understood as reserves of humanity capable of providing resources for a globalization based on cooperation between peoples and cultures. The construction of this dialogue requires concrete actions and proposals that carry forward what is merely stated philosophically. We believe that the educational field, in particular the indigenous school, is an excellent space to articulate the intercultural dialogue in a practical and concrete way. Therefore, in addition to presenting the experience, its results are evaluated qualitatively, showing the positive impact it had on the two groups that participated in it.

AB - The article presents an experience of intercultural dialogue through a class shared among Brazilian students of the Kaingang people and history students of Coventry University in the United Kingdom. It is inspired by the proposal of intercultural philosophy that postulates the dialogue between cultures as a method to articulate an alternative project to the current process of globalization, based on the diversity of cultures understood as reserves of humanity capable of providing resources for a globalization based on cooperation between peoples and cultures. The construction of this dialogue requires concrete actions and proposals that carry forward what is merely stated philosophically. We believe that the educational field, in particular the indigenous school, is an excellent space to articulate the intercultural dialogue in a practical and concrete way. Therefore, in addition to presenting the experience, its results are evaluated qualitatively, showing the positive impact it had on the two groups that participated in it.

KW - brazil

KW - indigenous

KW - kaingang

KW - education

KW - Intercultural dialogue

KW - Intercultural communication

KW - native american

KW - Indigenous community engagement

KW - Indigenous empowerment

KW - Indigenous knowledge

UR - http://www.scopus.com/inward/record.url?scp=85097898541&partnerID=8YFLogxK

U2 - 10.14507/epaa.28.4782

DO - 10.14507/epaa.28.4782

M3 - Article

SN - 1068-2341

VL - 28

SP - 1

EP - 21

JO - Education Policy Analysis Archive

JF - Education Policy Analysis Archive

IS - 161

M1 - 161

ER -

Indigenous Education and Intercultural Dialogue: A Class Shared between Kaingang University Students from Brazil and students from the United Kingdom

Abstract

Bibliographical note

Keywords

UN SDGs

Access to Document

Other files and links

Fingerprint

Indigenous Peoples and the UN Sustainable Development Goals in South America: The Case for Change

Beyond the Rainforest: The Kaingang Oral History Project

Intercultural Education with the Indigenous Kaingáng Peoples of Sub-Amazonian Brazil: Creating Vectors of Learning, Understanding, and Empathy in Higher Education and Beyond using Triadic Contact Zones

The Amazon fire crisis has been 500 years in the making – as Brazil’s indigenous people know only too well

Cite this

Indigenous Education and Intercultural Dialogue: A Class Shared between Kaingang University Students from Brazil and students from the United Kingdom

Abstract

Bibliographical note

Keywords

UN SDGs

Access to Document

Other files and links

Fingerprint

Research output

Indigenous Peoples and the UN Sustainable Development Goals in South America: The Case for Change

Beyond the Rainforest: The Kaingang Oral History Project

Intercultural Education with the Indigenous Kaingáng Peoples of Sub-Amazonian Brazil: Creating Vectors of Learning, Understanding, and Empathy in Higher Education and Beyond using Triadic Contact Zones

Press/Media

The Amazon fire crisis has been 500 years in the making – as Brazil’s indigenous people know only too well

Cite this