| Popis: |
This article aims to understand the meanings that indigenous Pankara teachers have attributed to the changes in political-pedagogical school context. We assume that these changes produced by mobilizing resumption of school education, are promoting autonomy on the educational community. In this process is made effective the right to decentralization of their education, as well as the participation of Pankara teachers and leaders in the implementation of teaching practices, methodologies and management in schools. Part of these political-pedagogical changes are not yet fully recognized by the Brazilian state, because of the lack of specific legal and administrative norms. This is an exploratory research in which we handle documents, observations and interviews along with teachers and indigenous leaders. We question the autonomy of the educational community, as it sets up more as a project to consolidate these political-pedagogical changes resulting from the mobilization of resumption of Pankara schooling than as an achievement by the reified power structures. |
