The Indigenous in the Emperor's School:

The lands recaptured by individuals that was expelled their original spaces.

Authors

  • Marcello Miranda Ferreira Spolidoro UERJ
  • Beatriz Mota Ferreira UERJ

DOI:

https://doi.org/10.21680/1984-817X.2020v16n01ID20448

Keywords:

Pedro II College, Decolonization, Indigenous, Reetinization

Abstract

The article seeks to value the pedagogical practice existing at Colégio Pedro II, a federal public educational institution located in the city of Rio de Janeiro. The text begins by justifying the importance of decolonizing the curriculum in order to destabilize the educational paradigm imposed today. Then, we discuss why the increase of the indigenous community in the institution and how the conquest of this space serves as inspiration for the elaboration of liberating and counter-hegemonic pedagogical practices.

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Author Biographies

Marcello Miranda Ferreira Spolidoro, UERJ

Doutorando em Educação pela Universidade Estadual do Rio de Janeiro e Professor de Biologia do Colégio Pedro II, unidade São Cristóvão. Integrante do grupo de pesquisa Educação Inclusiva e Processos Educacionais do Programa de Pós-Graduação em Educação da Universidade do Estado do Rio de Janeiro. Link do Currículo Lattes: http://lattes.cnpq.br/3474382523707478.

Beatriz Mota Ferreira, UERJ

Mestranda em Educação pela Universidade Estadual do Rio de Janeiro. Integrante do grupo de pesquisa Cotidianos, Redes Educativas e Processos Culturais Programa de Pós-Graduação em Educação da Universidade do Estado do Rio de Janeiro. Link do Currículo Lattes: http://lattes.cnpq.br/7717109846357803. 

Additional Files

Published

17-04-2020

How to Cite

SPOLIDORO, M. M. F. .; FERREIRA, B. M. The Indigenous in the Emperor’s School:: The lands recaptured by individuals that was expelled their original spaces. Espacialidades Journal, [S. l.], v. 16, n. 01, p. 101–112, 2020. DOI: 10.21680/1984-817X.2020v16n01ID20448. Disponível em: https://periodicos.ufrn.br/espacialidades/article/view/20448. Acesso em: 23 jul. 2024.

Issue

Vol. 16 No. 01 (2020): Indigenous protagonists in the school space

Section

Dossier

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