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The polycrisis in the Anthropocene (Jørgensen et al., 2023; Morin & Kern, pp. 79–113, 1993/2006) and its resulting dangers of biosphere disconnect (Jørgensen et al., 2023; Krenak, 2019) have strengthened efforts of returning to Indigenous knowledge as a hopeful quest for more sustainable futures (Krenak, 2022; Morin, 12, 25–26, 1993). This chapter presents an academic essay that explores Indigenous perspectives in Brazil on relations between nature and infancy, with the purpose to further contribute to the development of early childhood education and care (ECEC) pedagogies inspired by Indigenous knowledges, as a means to face the polycrisis. Based on a dialogue with academic work on biosphere connection by Brazilian Indigenous scholars from various ethnicities (from Guarani, Krenak, Baniwa, Munduruku, and Tukano), and the critique of modern colonialism, we highlight ways in which biosphere connection are lived in Indigenous practices of education, care and protection during the first years of life, through connections with rivers, plants, and land. From these perspectives, we reflect on the need to revisit the Western standpoint to allow new values and practices to emerge from Indigenous epistemologies that could support pedagogies for the youngest children in ECEC institutions. We acknowledge funding provided by Oslo Metropolitan University for the publication of this chapter.

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Lessons from Indigenous Communities in Brazil: Insights for Early Childhood Education in Face of the Polycrisis

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  • 出版模式：

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  • 发表日期：

    2026年

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  • Neide Sampaio Tukano,
  • Gabriela Tebet,
  • Natália Meireles Santos da Costa

摘要

The polycrisis in the Anthropocene (Jørgensen et al., 2023; Morin & Kern, pp. 79–113, 1993/2006) and its resulting dangers of biosphere disconnect (Jørgensen et al., 2023; Krenak, 2019) have strengthened efforts of returning to Indigenous knowledge as a hopeful quest for more sustainable futures (Krenak, 2022; Morin, 12, 25–26, 1993). This chapter presents an academic essay that explores Indigenous perspectives in Brazil on relations between nature and infancy, with the purpose to further contribute to the development of early childhood education and care (ECEC) pedagogies inspired by Indigenous knowledges, as a means to face the polycrisis. Based on a dialogue with academic work on biosphere connection by Brazilian Indigenous scholars from various ethnicities (from Guarani, Krenak, Baniwa, Munduruku, and Tukano), and the critique of modern colonialism, we highlight ways in which biosphere connection are lived in Indigenous practices of education, care and protection during the first years of life, through connections with rivers, plants, and land. From these perspectives, we reflect on the need to revisit the Western standpoint to allow new values and practices to emerge from Indigenous epistemologies that could support pedagogies for the youngest children in ECEC institutions. We acknowledge funding provided by Oslo Metropolitan University for the publication of this chapter.