Territorial learning and childcare practices: exploring relations between territory and care in the intercultural training of Indigenous educators in Brazil

The article discusses Indigenous caring relations in everyday practices involving children, in which co-learning approaches, as well as peer-to-peer learning processes, are grounded in territory. We revisit a set of learning encounters that unfolded as part of the Intercultural Training Programme fo...

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Bibliographic Details
Published in:Oxford review of education 2023-07, Vol.49 (4), p.519-535
Main Authors: Gomes, Ana Maria R., Dumont-Pena, Érica
Format: Article
Language:English
Subjects:
Caring
Child care
childcare
Children
Colonies & territories
Cultural Awareness
Elementary School Teachers
Ethnography
Foreign Countries
Indigenous children
Indigenous education
Indigenous Knowledge
Indigenous peoples
Indigenous Personnel
Indigenous Populations
Indigenous teachers training
Intercultural Communication
Intercultural interaction
Learning
Learning processes
Native education
Pedagogy
Peer Teaching
Peers
Preservice Teacher Education
Secondary education
Secondary School Teachers
Teacher education
Teachers
Teaching Methods
Territorial learning
Training
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Summary:The article discusses Indigenous caring relations in everyday practices involving children, in which co-learning approaches, as well as peer-to-peer learning processes, are grounded in territory. We revisit a set of learning encounters that unfolded as part of the Intercultural Training Programme for Indigenous Educators in Southeast Brazil. The course is part of the Minas Gerais Federal University's (UFMG) Faculty of Education where, since 2006, it has trained and qualified Indigenous teachers to deliver Primary and Secondary education. In the text we argue in favour of the 'school for many', highlighting the pedagogical possibilities that emerge from the course's ethnographic focus and, more specifically, from two care-taking learning scenarios with and among children. The records of these activities allow us to envision an educational agenda that includes such topics, respecting and dialoguing with Indigenous cosmologies and traditions; one that assumes this dialogue to be a fundamental part of Indigenous peoples' resistance and respect for life.
ISSN:0305-4985
1465-3915
DOI:10.1080/03054985.2023.2213885