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Walsh, C. (2009). Critical Interculturality and Decolonial Pedagogy: In-Surgir, Re-Existing and Re-Living. In. V. M. Candau (Ed.), Intercultural Education in Latin America: Between Conceptions, Tensions and Proposals (pp. 12-43). Rio de Janeiro: 7 Letras.

has been cited by the following article:

• TITLE: Brazilian Indigenous People’s Struggle for an Intercultural, Specific, Differentiated School

  AUTHORS: José Licínio Backes

  KEYWORDS: Indigenous School, Coloniality, Identity

  JOURNAL NAME: Creative Education, Vol.7 No.1, January 14, 2016

  ABSTRACT: This paper analyzes the Indigenous people’s struggle for an intercultural, specific, differentiated school intended for the valorization of their culture and identity. Aiming to catechize and adapt Indigenous peoples to the western culture, settlers introduced school education as a means to make the Indians give up their identities and integrate them into the national culture. This paper evidences that the Indians have opposed the colonial school right from the start, and by means of struggle and organization, they obtained the right to an intercultural, specific, differentiated Indigenous school. However, obtaining this right had not put an end to their struggle, as the end of colonial school did not mean the end of coloniality.