There is a considerable body of research showing that before children enter school they are already equipped with language competencies and concepts developed particularly in their sociocultural environment. Although some studies have explored to some extent the lives of Indigenous children in their socio-cultural contexts, most of these studies do not systematically focus on the early years of their socialization processes. Furthermore, in Brazil, researchers have only recently–in the last 15 years–started to look at the child as a capable and competent being. Thus, the purpose of this study was to document and analyze the socialization practices used by and with Mbya Guarani children in the Tekoá [reservation] Marangatu Indigenous reservation in Imaruí, Brazil, particularly within the school and community contexts. The overarching goal of this dissertation study was to explore the role of Indigenous children's socialization processes in the development of bilingualism, biliteracy, or biculturalism within the school environment and how the bilingual school supports or hinders the development of the Guarani language. In this study, children are seen as social actors (Cohn, 2005a; Marqui, 2012; Mello, 2006; Tassinari, 2011), who transmit knowledge amongst themselves, the adults in their lives, and the different contexts in which they live and experience bilingualism and biculturalism, and in some cases, biliteracy. In this qualitative study, I used ethnographic instruments (Heath & Street, 2008; Seidman, 1998) to document in-depth the several literacy practices performed by first- and third-graders in the Escola Indígena de Ensino Fundamental Tekoá Marangatu (E.I.E.F. Tekoá Marangatu). Data include fieldnotes from participant observations, video and audio recordings, literacy samples (in the form of photographs), and informal interviews, which were collected during three months of fieldwork. Through open coding, I delineated specific domains regarding the use of literacy events (Heath, 1982) and the socialization practices of this specific Indigenous community, following previous empirical studies on immigrant and Indigenous children's emergent literacies (Azuara, 2009; Reyes & Azuara, 2008; Reyes, Alexandra, & Azuara, 2007; Teale, 1986). Through the use of narrative inquiry (Schaafsma & Vinz, 2011), I demonstrate how the role of translanguaging (García & Beardsmore, 2009) and the role that peers (Gillanders & Jiménez, 2004; Halliday, 2004; Moll, 2001) took in the socialization processes of these children are some of the important findings of this study. By also interviewing key members of the school, both Indigenous and non-Indigenous, I was able to understand more in-depth the importance of maintaining these children's cultural heritage at the same time that they learned their native language. In many instances the children in this study relied on more capable peers to understand the worlds and contexts in which they live. As they interacted with each other and with adults, children translanguaged across these multiple contexts as they brought their funds of knowledge (Gonzaléz, Moll, & Amanti, 2005) into the school setting. The modo de ser e viver [way of being and living] in this Indigenous community was intrinsically connected to how they saw themselves as Guarani and how they have adapted to the ways of living on the reservation. Being Guarani encompassed many aspects of their religion, ways of thinking, cosmology, and thus many times it was difficult to separate all of the aspects that composed the Guarani individual. The constant transformation of this reservation has been reshaping the social structures and activities the Guarani perform on a daily basis, yielding new forms of literacy. Even though Portuguese is the dominant language in the school context, both adults and children used Guarani as a way to escape the homogenization almost required by the outside world. Thus, understanding the role that the bilingual school plays in this community was also a key aspect of this research since both adults and children reinforced the use of Indigenous socialization practices within the school setting as a way to adapt to their way of living and being.

Intelligence and creativity are concepts used to describe the efforts of human beings to achieve the highest aspirations of the human brain-mind-spirit system.Howard Gardner, intelligence and creativity researcher, applied his Multiple Intelligence theory to case studies of creative masters from seven intelligence domains developing a template for research: Life Course Perspective: A Framework for Creativity Analysis. The framework consists of four sections: Child and Master, Creation of a Work, an Analysis of Creativity, The Creator and the Field, and Fruitful Asynchronicity. This case study uses Gardner's framework in examining cognition and creativity in a Navajo/Dineh university student creating in fine arts and nominated in bodily-kinesthetic and intra-personal intelligence. This explorative case study reveals that he also excels in other intelligence domains: linguistic and spatial. Meta-cognitive interviews with the case study subject, and his notebooks provide the data sources concerning his cognition and his creativity.Indigenous educators and researchers assert that there is a discernible difference in perspectives concerning western science conceptions and Indigenous experience. This research discovered points of resonance as well as tangential trajectories of cultural difference from Gardner's research conclusions. Discoveries in this exploration confirm the importance of culture and zeitgeist in knowledge development, pedagogy, schoolingand the creativity process. Emerging themes emanating from these discoveries areChild of the Holy People, Sacred Geography, and Fruitful Asynchronicity from an Indigenous Perspective.Conclusions from this inductive research support Gardner's framework in the cultural study of cognition and creativity, underscores the value of Multiple Intelligence theory, and provide examples of praxis consonant with Indigenous learning processes for Gifted & Talented Education. The American Indigenous symbiotic and synergetic perspectives are novel in the examination of intelligence and creativity in the American education system. The American Indian perspectives are possibly prophetic as they proceed beyond culture and Gifted education intersecting and informing other fields: psychology, educational anthropology, philosophy, and Indigenous studies both in American populations as well as Indigenous gifted students worldwide.

In recent years, increasing numbers of Indigenous communities in the United States have embraced charter schools as an alternative to traditional federal, district and parochial schools. Often this has been part of an effort begun to further such goals as language and cultural preservation, improved educational programs, and community control of schooling. This study presents, through a single qualitative, ethnographic case study, a detailed portrait of one urban, Indigenous-serving charter school with primary focus on graduates' educational experiences and an exploration of its meaning for them. A portrait of the school is presented, including: the school's history; its mission, goals, objectives; its organizational framework; its curriculum and instructional practices; and its structure and support services. Demographic information about the school's graduates is included. Next the alumni experience is explored in depth. Findings include alumni perceptions of their relationships with staff, alumni perceptions of the curriculum and instruction at the school, and alumni perceptions of school climate. Finally, the characteristics of the schooling occurring at the case site are described in light of the theoretical framework of the study which is based on Jim Cummins' (1989, 1992, 2000) theory concerning empowerment of minority students and the concept of subtractive and additive schooling as described by Angela Valenzuela (1999). Lessons from the case site are also considered more broadly in terms of the challenges and possibilities of Indigenous-serving charter schools in the current educational context.

I am a non-Aboriginal teacher from the South, living and teaching in the Canadian North, traditional home to Aboriginal people for thousands of years. The Aboriginal people of the North have come to know the land deeply, their knowing rooted in an intimate understanding of and respect for the natural world. Coming to this land as a foreigner, I believe it is incumbent upon me to live and interact in the community in a way that respects the culture and way of life of the community. In this inquiry, I explore what it is to live respectfully, by relating to place and community from a position of unknowing, locating myself moment to moment as I am involved and implicated teaching and living within the flow of the community and the rhythms of the land. Specifically, I explore what it is to be connected and entangled, yet have no permanent roots. For this purpose, I draw on my experiences teaching and living in a number of northern locations throughout the taiga sub-arctic biome and represent experiences and understanding through mixed genre and multimedia such as poetry, descriptions, stories, photos and journal entries. The aim of my inquiry is to bring forth and theorize my emergent understanding of my self-in-relation to the curricular lifeworld of the school and community in the place where I teach.

Indigenous worldviews are essential to successful language education, yet it remains a challenge to integrate them into current frameworks dominated by Western paradigms and pedagogies. This research addresses one aspect of the maintenance of cultural integrity for Indigenous languages as they are taught in a contemporary context. The purpose of this research is twofold: to explore the connections between Indigenous languages and the land, and to see how these connections are reflected in current language education practices. In particular, the study looks at the use of websites for Indigenous language education, with the goal of better understanding the potential for such placeless, global media to represent the inherently place-based nature of Indigenous languages. The study is based on an Indigenist research paradigm and employs the qualitative principles of Constructivist Grounded Theory. It incorporates a synthesis of current literature regarding connections between language and land, personal interviews with Indigenous language and culture experts, and a survey of 14 language education websites from Canada and the United States. Essential ties between land and language are revealed in the words of Indigenous and other writers, and in the thoughts and practices of Indigenous thinkers actively engaged with both land and language. These ties represent an intimate relationship to land that weaves together Indigenous knowledge, spirituality, history and identity. This study contributes to our understanding of the significance of land for Indigenous languages, and the importance of Indigenous worldviews for Indigenous education. / Graduate

Over the past decade, the Ontario Ministry of Education has committed to increase relevant teaching material for Indigenous students. While seemingly significant, a mere “increase” in “Indigenous content” is not enough to combat the racist and colonial mentality inherent within the Ontario history curriculum. Canadian history is steeped with idealistic, imperialist discourses organized around keywords such as peacekeeping and multiculturalism, as well as progress, development, identity, and nation building. The latter serve to not only erase, but also to legitimize the atrocities of Canada’s colonial past. At the 2009 G20 meeting, Prime Minister Stephen Harper stated, “Canada has no history of colonialism.” In keeping with scholars such as Smith and Alfred and Corntassel, I argue that not only does Canada have a history of colonialism, but the mainstream curriculum must be decolonized if Canada is to move towards an equal and just society. The theory guiding this research is decolonial theory. In addition, Fairclough’s conceptualization of Systematic Textual Analysis provides the methodological basis for this project. I analyse three textbooks approved by the Ontario Ministry of Education for the grade ten history curriculum, as well as supplementary curriculum documents. Considering two objectives, change and a colonial mentality, I find only modest change between 2000, 2006, and 2008 in Indigenous content in the curriculum. Further, a colonial mentality continued to be deeply entrenched within all three textbooks and the history curriculum itself. This research seeks to open up the questions and responsibilities pertaining to the wrongs of the past and contribute to the burgeoning field of decolonized knowledges and education. / Graduate

This thesis is a critical reflection of the author’s time as a Principal of an Indigenous state school from 2003-2004. The purpose is to reassess the impact of her principalship in terms of the staff, students and Community change that affected learning outcomes at the school and to reanalyse to what actions and to whom positive changes could be attributed. This thesis reflects and identifies, in light of the literature, strategies which were effective in enhancing student learning outcomes. The focus of this thesis was the Doongal State School*, its students, staff and facilities. The author will attempt to draw out theoretical frameworks in terms of: (1) what changed educationally in Doongal State School, (2) what seemed to be important in the Principal’s role, (3) the processes that took place, and (4) the effect of being non- Indigenous and a female. Overall, the author undertook this critical reflection in order to understand and embrace educational practices that will (a) lessen the gap between the academic outcomes achieved by Indigenous and non-Indigenous students, and (b) enhance life choices for Indigenous children. The findings indicate that principal leadership is critical for success in Indigenous schools and is the centrepiece of the models developed to explain improvement at Doongal State School. School factors, Principal Leadership factors, Change factors and factors relating to being a non-Indigenous female principal, which, when implemented, will lead to improved educational outcomes for Indigenous students, have evolved as a result of this thesis. Principal Leadership factors were found to be the enablers for the effective implementation of the key components for success.

Submitted by JORGE ISIDRO ORJUELA BERNAL (jorgelicmat@gmail.com) on 2018-06-08T14:47:49Z No. of bitstreams: 1 Indígenas, Cosmovisão e Ensino Superior algumas tensões.pdf: 137261012 bytes, checksum: 14968c034e8b4bff8aac1bc762d4612c (MD5) / Rejected by Ana Paula Santulo Custódio de Medeiros null (asantulo@rc.unesp.br), reason: - Folha de aprovação: falta a data da defesa, que deve ser preenchida com o dia, mês e ano. on 2018-06-08T17:02:52Z (GMT) / Submitted by JORGE ISIDRO ORJUELA BERNAL (jorgelicmat@gmail.com) on 2018-06-11T12:21:22Z No. of bitstreams: 1 Indígenas, Cosmovisão e Ensino Superior algumas tensões Jorge Orjuela.pdf: 137330987 bytes, checksum: 3d55d3674b63c802d8cd9397f2f8e65e (MD5) / Approved for entry into archive by Adriana Aparecida Puerta null (dripuerta@rc.unesp.br) on 2018-06-11T17:54:00Z (GMT) No. of bitstreams: 1 orjuela-bernal_ji_me_rcla.pdf: 137330866 bytes, checksum: c915502a3540df1804755988552fdf17 (MD5) / Made available in DSpace on 2018-06-11T17:54:00Z (GMT). No. of bitstreams: 1 orjuela-bernal_ji_me_rcla.pdf: 137330866 bytes, checksum: c915502a3540df1804755988552fdf17 (MD5) Previous issue date: 2018-05-02 / Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq) / A intenção desta pesquisa gira em torno das linhas de tensão que emergem entre cosmovisão -assumida como o conjunto de crenças, valores, costumes, modos de ver, pensar, sentir, estar e relacionar-se com o mundo- e o pensamento acadêmico a partir de um cenário composto por indígenas vinculados ao Ensino Superior, neste caso um grupo de estudantes da Universidade Federal de São Carlos. Para isso, leva-se em consideração a experiência de trabalho com comunidades indígenas na Colômbia; são feitas aproximações do pensamento de Foucault e Deleuze para abrir discussões entorno ao Ensino Superior, a [Educação] Matemática e a Etnomatemática, e a permanência de indígenas em cursos universitários; e se faz uso da cartografia, formulada por Gilles Deleuze e Felix Guattari, como uma ferramenta na produção de subjetividades para a abordagem de caminhos, territórios e linhas de força que atravessam tanto a universidade como instituição quanto os indígenas imersos no sistema educacional. / This research intends to approximate us to the tension lines that emerge between the cosmovision -understood as the whole of believes, values, customs, ways of seeing, thinking, feeling, being and relating with the world- and the academic thought, from considering a scenery composed by indigenous people who joined the Higher Education, in this case indigenous students from the Federal University of São Carlos. In this regard, are taken into account previous working experiences with indigenous communities in Colombia; hereby, are considered as reference Foucault’s and Deleuze’s thoughts to broach discussions around the Higher Education, the Mathematical [Education], the Ethnomathematics, the permanence of indigenous students in college courses; is also used the cartography formulated by Guilles Deleuze and Felix Guattari, as a device in the subjectivities production for approach of paths, territories and lines of force that go across both the university, as an institution, and indigenous people immerse in the educational system.

The goal of this dissertation is to demonstrate the process of depreciation of the indigenous identity in Alagoas, as well as in all the Brazil, through the analysis of education and its relation with the social projects and politicians processes. Before the 1988´s Constitution, the "indigenous scholar 2 education in Alagoas always acted to adjust native people to Brazilian´s society project, instituted with strong eurocentric characteristics. After 1988 s Constitution and since 1996 LDB, in some Brazilian States, effectively appears a specific and differentiated educational proposition for the native people who remain in so-called indigenous communities. Other native originated people that had been coed-opt by the national communion in before 1988 s periods, start to lose their historical memories (AIRES, 2000a). Their traditional view was distorted and modified, in apparently irreversible way, through the structure mounted by differentiated indigenous scholar education. It happens because the autochthon worldview has to be understood as a different reality contrasting the Brazilian men and women´s one. This way, the indigenous scholar education practice, after the 1988´s Constitution, although it breaches with the politic of assimilation, does not modify the structural causes served by the politic of assimilation. / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Esta dissertação tem como objetivo demonstrar o processo de minimização da identidade indígena em Alagoas, assim como no Estadonacional como um todo, por meio de análise bibliográfica-documental da educação e sua relação com os projetos sociais e processos políticos. A educação escolar indígena 1 alagoana, anterior a Constituição de 1988, atuou sempre de modo a ajustar o homem nativo ao projeto de sociedade brasileira instituído historicamente com fortes características eurocêntricas. Posterior a Constituição de 1988, a partir da LDB de 1996, surge efetivamente, em alguns Estados brasileiros, uma proposta de educação específica e diferenciada para os povos nativos que permanecem em comunidades ditas indígenas. Conforme Aires (2000a), os indivíduos de origem nativa que foram cooptados pela comunhão nacional em períodos anteriores a 1988, tem suas memórias históricas e suas visões tradicionais esquecidas, distorcidas e alteradas. Essa distorção e esquecimento ao que tudo indica parece ser irreversível, a partir da estrutura montada por meio da educação escolar indígena diferenciada. Pois, a cosmovisão autóctone passa a ser entendida como realidade diferente da realidade do brasileiro. Desta forma, pode-se concluir que a prática de educação escolar indígena, posterior a Constituição de 1988, ainda que rompa com a política de assimilação, não modifica as causas estruturais às quais a política de assimilação estava a serviço.

Propõe-se analisar a organização indígena de Roraima e suas estratégias de interação com as organizações estatais e privadas no avanço das políticas públicas de educação indígena no Estado de Roraima, demonstrando que o Estado, entendido como poder público estadual, sempre buscou a integração dos indígenas, mas, nas últimas duas décadas, houve um aperfeiçoamento nas relações com os povos indígenas e um empoderamento nas políticas públicas de educação indígena implantadas no Estado de Roraima pós-Constituição de 1988. A base metodológica que norteia este trabalho se dá em dois momentos: o primeiro está voltado para a análise bibliográfica, que versa sobre as políticas indigenistas e as políticas públicas específicas e, desta forma, possibilita descrever a forma de relações entre os índios e o Estado. O segundo se dirige à análise documental que versa sobre as políticas públicas indígenas no Estado de Roraima. Dentre estes documentos, estão os programas do Governo Federal estabelecidos no Plano Plurianual Anual (PPA), sendo neles que constam as garantias de recursos para as políticas públicas das comunidades indígenas do Estado de Roraima. Após análise comparativa entre os documentos produzidos pelas movimentações indígenas e os discursos de suas lideranças, com os documentos oficiais originados pelo Estado, constata-se que há a participação efetiva das organizações indígenas, tanto nas leis e outros instrumentos legais, quanto na formatação das políticas públicas de educação indígenas. / This thesis aims to analyze the process of indigenous organization of Roraima state and its strategies of interaction with State and private organizations in advancing public policies for Indigenous Education in Roraima state, demonstrating that the State understood as State public power always sought the integration of indigenous people, but in the last two decades there has been an improvement in relations with indigenous peoples and an empowerment of indigenous education in the public policies implemented in Roraima state Post-1988 Constitution. The methodological basis that guides this work takes place in two phases: the first is dedicated to the bibliographical analysis, which focuses on indigenous policies and specific public policies and thus makes it possible to describe the form of relations between Indians and the State. The second moment is focused on documentary analysis that focuses on the indigenous public policies in Roraima state. Among these documents are Federal Government programs established in the Annual multi-year plan (PPA), being them in resource transfers to indigenous communities. After comparative analysis between the documents produced by the indigenous movements and the speeches of their leaders, with the official documents produced by the State, noted that for the effective participation of the Indigenous Movements both in laws and other legal instruments, formatting of indigenous public policies.