Innovation in

indigenous education:
an ethnographic approach to a
Baniwa school
Antônio Fernandes (Phd candidate - FEUSP)
Dr. Elie Ghanem Jorge Júnior (Thesis advisor)

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 Introduction

The colonialist Literacy Innovative

paradigm in methods & strategies of
northwestern land-based Baniwa
Amazon education schooling
 Conceptual Framework

Colonialist paradigm: Educational innovation:

Conventional schooling Is not only related to high
process tends to be technologies. Sometimes, it
colonialist, without social happens as a volunteer
participation in educational activity that disrupt the
policies. routine. It might be the
(Abbonizio & Elie, 2016) strategies to overcome the
colonialist paradigm.
PURPOSE:
Land-based indigenous schooling, developed through local associations seems to be an example of
educational innovation. My research describes some economic impacts of that innovation. 3
The colonialist paradigm in Northwestern Amazon
National and monolingual role of Salesian education to indigenous
children
Adult literacy methods and
associative moviments

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The Associative moviment:
land-based aspirations

Through adult literacy and

popular communication,
Baniwa people started to
drew their own school,
opposed to Salesian
education.

“FOIRN” means Federation of Rio Negro’s

Indigenous Organizations.
Land-based curriculum: the
forest as a source of knowledge
Much of this knowledge applied to bottom up
indigenous school education is conceived in native
categories, such as:
Sumak kawsay (“good living”), popularized in the
Peruvian Amazon (Brown & Mccowan, 2018, p. 318)

And it is legally supported:

The Rio Negro Ethno-Educational Territory (EET /
RN) (Cabalzar, 2012, p. 40).

United Nations Declaration on the Rights of

Indigenous Peoples, 2007

C169 - Indigenous and Tribal Peoples Convention,

1989 (No. 169)
Innovation in the Cabari community

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Fieldwork and
workshops
Local development:
respectful relationships
 Bibliography
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Thanks!
Any questions?


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