Anthropologica. Vol. 33 Núm. 35 (2015)

URI permanente para esta colecciónhttp://54.81.141.168/handle/123456789/178859

Tabla de Contenido
Infancias indígenas, identificaciones étnico nacionales y educación
  • Dossier: infancias indígenas, identificaciones étnico-nacionales y educación: experiencias formativas cotidianas dentro y fuera de las escuelas Ames, Patricia; Padawer, Ana; 5-14
  • La educación de sí mismo y la producción del niño indígena en el noroeste amazónico de Brasil Cácia Oenning da Silva, Rita de; 15-40
  • Transformaciones en los modos de ser niño entre los kaiowa en Te’ýikue: vida cotidiana y escolarización Cariaga, Diógenes; 41-63
  • Desplazamientos y procesos de identificación en las experiencias interculturales de vida de niños indígenas y migrantes en Argentina Padawer, Ana; Diez, María Laura; 65-92
  • Los silencios de niños hablantes de chinanteco en diversas situaciones escolares Rebolledo Angulo, Valeria; 93-115
  • Educación para la infancia indígena en la reducción Napalpí (Chaco, Argentina. 1911- 1936) Artieda, Teresa Laura; Liva, Yamila; Almiron, Victoria Soledad; Nazar, Anabel; 117-139
  • Análisis de las actividades de niños de Educación Inicial en pueblos originarios de Oaxaca, México Jiménez Ramírez, Julián; Martínez Pérez, Lilia; Mendoza Almaraz, Javier; Meyer, Lois M; 141-172
  • Al ritmo de la comunidad: enseñanza y aprendizaje entre niños indígenas galibi-marworno Tassinari, Antonella; Guedes Codonho, Camila; 173-203
  • Sonidos e imágenes en la construcción de la persona mbyà-guaraní en el sur de Brasil Albornoz Stein, Marília Raquel; 205-233
  • Concepciones de niñez e identidad en las experiencias escolares de niños mapuche del Neuquén Szulc, Andrea; 235-253

    • Reseñas
  • Rivera Andía, Juan Javier (ed.). Comprender los rituales ganaderos en los Andes y más allá. Etnografías de lidias, herranzas y arrierías. BAS 51. Aachen: Schaker Verlag, 2014, 500 pp. Salvucci, Daniela; 255-257
  • Claudia Brosseder. The Power of Huacas. Change and Resistance in the Andean World of Colonial Peru. Austin: University of Texas, 2014, 474 pp. Rivera Andía, Juan Javier; 258-262

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    Temasearch.filters.applied.operator.equals: search.filters.subject.Educación indígena

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    Mostrando 1 - 4 de 4
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      La educación de sí mismo y la producción del niño indígena en el noroeste amazónico de Brasil
      (Pontificia Universidad Católica del Perú. Fondo Editorial, 2015-12-01) Cácia Oenning da Silva, Rita de
      Supported by ethnographic documentation, by the anthropological literature and by data collected in the field, this article relates the process by which indigenous peoples in the northwest Amazon learn and teach children with the rich dialogue about the production of persons. The techniques and the meaning of «producing people» are transmitted in day to day life, in the interaction between generations, and in the narratives of specialists and family members (especially grandparents). At the same time, this process is intertwined with ritual and mythic knowledge transmission, which is, if not always explicit, always present in the indigenous groups of the region. Children also play active roles in this process of formation and self- formation; in this article, I lay out this social agency my means of a careful description of the day in the life of children in the multiethnic village of Tabocal do uneiuxi, santa Isabel do Rio negro. In this narrative, I point of the ways that children are agents in their own education and self-production, emphasizing their protagonism in the process of «producing people», as they incorporate and transform knowledge.
    • No hay miniatura disponible
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      Los silencios de niños hablantes de chinanteco en diversas situaciones escolares
      (Pontificia Universidad Católica del Perú. Fondo Editorial, 2015-12-01) Rebolledo Angulo, Valeria
      This article analyzes, from an ethnographic perspective and a sociocultural framework, the construction of silences in the interaction between students and teachers in a multilingual classroom situation in an indigenous community in méxico. the analysis reveals how the silence of the chinanteco speaking children when asked to answer certain questions in class is not always due to their failure to understand spoken and written spanish that is used in class. their silences are responses taking different meanings in specific situations. the silence of the children can be a way of resisting, a way of hiding, and, sometimes, their voices are silenced.
    • No hay miniatura disponible
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      Al ritmo de la comunidad: enseñanza y aprendizaje entre niños indígenas galibi-marworno
      (Pontificia Universidad Católica del Perú. Fondo Editorial, 2015-12-01) Tassinari, Antonella; Guedes Codonho, Camila
      The article is based on field research conducted by the authorsamong Galibi-Marworno people from Uaçá region, at northern state of Amapa, Brazil. The objective is to present some aspects of their pedagogy, which is founded on the importance of freedom and autonomy for an accurate learning and the production of healthy bodies, focusing on nonverbal aspects of learning, the creativity of imitation and the children agency involved in those processes. The article presents the Galibi-Marworno’s ideas about childhood and child development and their strategies in the transmission of knowledge, contextualizing them in relation to the history and organization of the people. This description of the Galibi-Marworno’s learning processes aims to contribute to a more respectful schooling process, as required by Brazilian law.
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      Análisis de las actividades de niños de Educación Inicial en pueblos originarios de Oaxaca, México
      (Pontificia Universidad Católica del Perú. Fondo Editorial, 2015-12-01) Jiménez Ramírez, Julián; Martínez Pérez, Lilia; Mendoza Almaraz, Javier; Meyer, Lois M.
      This study provides partial results of a 200-hour intensive training experience (called a diplomado) lasting one school year (2011-2012) for 35 indigenous teachers of Initial education who attend children 0 to 3 years old in marginalized communities of Oaxaca, mexico. Children’s spontaneous activities and those planned by teachers, presented through photographs and accompanying teacher’ narratives, are part of the written and photographic evidence submitted by the participants in their final diplomado portfolio of tasks. the purposes of the diplomado were to enrich teachers’communal knowledge and equip them with research skills to investigate and honor the communal practices, forms of governance, and the perspectives of the rural indigenous communities where they teach, in order to generate an authentic, alternative, community-based approach to initial education for babies and toddlers.