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This paper will investigate Jasy Porã, an intercultural school in rural Misiones, Argentina, emphasizing community-based education from an indigenous perspective. The study employs naturalistic inquiry to explore spatial equity and community relations, focusing on the Mbyá Guaraní cultural practices and educational models. Data collected through observations and conversations reveal themes of community support, spatial literacy, family involvement, and leadership. Jasy Porã's curriculum integrates traditional cultural elements, promoting language preservation and sustainable practices. The findings highlight the importance of place-based and culturally inclusive education for community sustainability, aligning with the AERA theme of examining socially just education renewal and offers rural educators valuable insights for schools in regions facing similar challenges.