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 journalArticle

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 languageEnglish
Number of pages19
JournalEducation Policy Analysis Archive
Volume28
Issue number161
Publication statusPublished - 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

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