Etnoconhecimentos, literatura e arte na aprendizagem de crianças indígenas.

Abstract

Recognizing the plurality of

science allows us to understand that the

scientific assumptions predominantly

taught and upheld in academic and school

contexts are not singular or absolute. Their

dominance largely stems from our

Eurocentric colonial legacy. Other societies

possess their own ways of producing and

sharing knowledge. Among Indigenous

peoples, ethnoknowledge is rooted in

ancestry, lived experience, careful

observation, and native cosmologies, as

articulated by Indigenous scholars. In this

work, we explore the significance of

ethnoknowledge, Indigenous literature, and

Indigenous arts in the educational journeys

of bilingual children. It is the responsibility

of public education policies to actively

foster and integrate these elements within

intercultural Indigenous schools.