UDTR Global Rights of Nature Radar

Indigenous Education in Brazil—The Case of the Bare People in Nova Esperança: Transition to Work and Sustainability

Identification

Public canonical key

doi:10.3390/socsci13090481

Authors

Giovanna Campani

Reported year

2024

Reported language

en

Source type

article

First detected

2026-11-09T19:04:47.731007+00:00

Last metadata observation

2026-11-09T19:04:47.731007+00:00

Last HTTP verification

Not checked

Institutions reported by the source

University of Florence

Reported affiliation countries

IT

Documentary abstract — original language

The paper presents the institutional framework of the Indigenous Schools in Brazil it raises the issues presented by the relationship between school as institution and patterns of indigenous culture transmission, given the complex structure of the indigenous population in Brazil, divided into more than 306 ethnic groups, and the historical intercultural relations established with the European colonizers. The second part describes a specific Indigenous school located in the community of Nova Esperança, whose members belong predominantly to the Baré ethnic group. The village overlooks the Cuieiras River—a tributary of the Rio Negro—and is 80 kilometers (km) away from Manaus, the capital of the State of Amazonas. Nova Esperança is called “Pisasú Sarusawa” in Nheengatu, Ñe’engatu o Ñeengatu, known as the “general language” of the Amazonas. An interview with Joarlison Garrido, the school director, deals with the question of the usefulness of indigenous education in the school-to-work transition. According to Joarlison Garrido, indigenous education can promote community development, employment, and sustainability. This positive result is possible thanks to the special location of Nova Esperança within the Puranga Conquista Sustainable Development Reserve (RDS), managed by the government of the State of Amazonas. In this precise context, indigenous education represents a tool to ensure the new generations of Baré have a successful transition from school to work and an employment, namely through the projects of sustainable development that are foreseen for the area. Moreover, as Joarlison points out, sustainability is currently a global issue: consequently, the experience of Nova Esperança is at the same time local and part of a global trend. The Indigenous schools represent a great potential to develop original pedagogical practices in the field of intercultural education that can impact the transition from school to work not only in Brazil but in various contexts where Indigenous Peoples live. The case of the community of Nova Esperança is an example of this direction.

Identifiers

OPENALEX

W4402448413

DOI

10.3390/socsci13090481

Documentary context

Documentary family

Scholarship

Source-reported types

article

Jurisdictions studied — explicit sources

BR

Natural entities mentioned

River

Entity mentions are not evidence of legal recognition. Jurisdiction studied is separate from author affiliation country.

Sources

OpenAlex · Record 1 · Record 2

• DOI · https://doi.org/10.3390/socsci13090481
• OpenAlex · https://openalex.org/W4402448413

Documented bibliographic relations

Source-declared references and links; they do not establish legal support or UGLC qualification. Up to 20 outgoing references are displayed.

• openalex:w2048345181 · CITES
• openalex:w2067471314 · CITES
• openalex:w2222885584 · CITES
• openalex:w2322243117 · CITES
• openalex:w2422952119 · CITES
• openalex:w2741531617 · CITES
• openalex:w3042372033 · CITES
• openalex:w3153520069 · CITES
• openalex:w4214538325 · CITES
• openalex:w4220766865 · CITES

0 incoming references within the detected corpus

Documentary status

Relevance pending

Library

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