‘it’s not writing by itself that is going to solve our problems’: Questioning a mainstream ethnocentric myth as part of a search for self-sustained development

Language and Education

Volumn 18, Issue 4, 2004, Pages 317-325

  Cavalcanti, Marilda C ^a  

^a UNIVERSITY OF CAMPINAS   (Brazil)

Author keywords

(BEYOND) GRAPHOCENTRISM; ETHNOCENTRISM; ETHNOGRAPHY; Literacy views; Oral tradition

Indexed keywords

EID: 36749031264     PISSN: 09500782     EISSN: None     Source Type: Journal    
DOI: 10.1080/09500780408666884     Document Type: Article

References (12)

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2. Boone, E.H. (1996) Introduction: Writing and recording knowledge. In E.H. Boone and W.D. Mignolo (eds) Writing Without Words -Alternative Literacies in Mesoamerica and the Andes. Durham: Duke University Press.
3. Boone, E.H. and Mignolo, W.D. (eds) (1996) Writing Without Words - Alternative Literacies in Mesoamerica and the Andes. Durham: Duke University Press.
4. Cavalcanti, M.C. (1999) Vozes na Escola: Cultura e identidade em contextos socio- linguisticamente complexos (Implicates para a forma^ao do professor em cenarios bilingues e/ou bidialetais) [Voices at school: culture and identity in complex sociolinguistic contexts (Implications for teacher education in bilingual/ bidialectal scenarios)]. Research proposal developed under the auspices of the Brazilian Research Council (CNPq) and the Sao Paulo State Research Support Foundation (FAPESP).
5. Cavalcanti, M.C. (2001) A pesquisa do professor como parte da educa^ao continuada em curso de magistério indfgena no Acre [Teacher research as part of continued education in the state of Acre (Brasil)]. In A.B. Kleiman (ed.) A Formayao do Professor-Perspectivas da Lingui'stica Aplicada [Teacher Education - Applied Linguistics Perspectives]. Campinas: Mercado de Letras.
6. de Certeau, M. (1994) A Invenyao do cotidiano - artes de fazer [The practice of everyday life, translation of Invention du Quotidien Tome I: Arts de Faire, 1990]. Petropolis: Vozes.
7. Freire, P. (1999) Pedagogie de Autonomia [Pedagogy of Autonomy]. Sao Paulo: Paz e Terra.
8. Freire, P. (2001) Pedagogia da Esperanga: Um reencontro com a Pedagogia do Oprimido [Pedagogy of Hope: A re-encounter with the Pedagogy of the Oppressed]. Sao Paulo: Paz e Terra.
9. Hornberger, N. (1998) Language Planning from the Bottom up: Indigenous Literacies in the Americas. Berlin: Mouton de Gruyter.
10. Pinhanta, I.S. (2001) Relatorio de Pesquisa: 'O que é educacao diferenciada em uma escola Asheninka?' [Research report: 'What is differentiated education in an Asheninka school?'] Unpublished manuscript.
11. Pinhanta, I.S. and Cavalcanti, M.C. (2002) Projeto Vozes na Escola e um Olhar Indigena sobre Educacao em Comunidade Asheninka. [Project Voices at School and an Indigenous View of Education in an Asheninka Community]. Unpublished manuscript, Universidade Estadual de Campinas and Organiza^ao dos Professores Ind^genas do Acre [State University of Campinas and the State of Acre Indigenous Teachers' Association].
12. Street, B.V. (ed.) (2001) Literacy and Development - Ethnographic Perspectives. London: Routledge.