“Opening to the Other”: Schooling among the Karipuna and Mebengokré‐Xikrin of Brazil

Abstract

The article analyzes the Brazilian Indigenous formal educational policies through two ethnographic cases (Karipuna and Mebengokré‐Xikrin) that allow us to approach the Indigenous perspective on schooling. We first discuss the possibilities and limitations of past and current legal references and educational policies. In the analysis of the two experiences, we use the notions of cultural boundary and the “openness to the other” to understand the dialogical and interactional spaces that emerge through Indigenous schooling. [Indigenous schooling, Mebengokré‐Xikrin, Karipuna, Indigenous protagonism, cultural boundaries, openness to the other]