Multilingual Indigenous Schools in Brazil: An Analysis of Multicultural Curriculum Across Borders

• In Event: Marriott Roundtable Session 31
  In Roundtable Session: Presencing Beyond Borders of Self/Others

Abstract

This study of indigenous education in Brazil asks how major curricular policies are convergent and divergent from the demands and desires narrated by indigenous educators and activists and issues confronting indigenous women. Using critical race curriculum, I conducted a content analysis of public policies and the National Curriculum Guidelines for Indigenous Schools created by the Ministry of Education. The major theme was the development of a differentiated indigenous curriculum. In this study, I share the voices of indigenous women and their difficulties in accessing education that fit their needs. I offer recommendations for developing bi/multilingual indigenous education in collaboration with indigenous refugees migrating to Brazil due to the economic and political crises in Venezuela and other Latin American countries.

Author

• Michelle Angelo-Rocha, University of South Florida