Specific learning processes and indigenous teacher training
DOI:
https://doi.org/10.5212/PraxEduc.v.7iEspecial.0007Abstract
Indigenous teacher formation and the issue of specific learning processes, as a right of the indigenous peoples derived from the 1988 Constitution, aim at the re-signification of pedagogical practices in specific socio-cultural contexts and at the visibility of indigenous education. Taking indigenous children as a reference, or rather, the agents that produce knowledge within the context of their particularities and territorialities, the essay points to the necessity of constructing new theoretical bases and a pedagogy that gives visibility to other local epistemic logics produced by “power coloniality”. They are different from the dominant Western logic in the process of training indigenous educators.
Keywords: Indigenous children. Specific learning processes. Teacher formation.
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