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首页> 外文期刊>Procedia - Social and Behavioral Sciences >Child Development in Post-colonial Contexts: Educational Change and Ethnic Transfiguration in a French Guiana Wayana-apala? Indigenous Community
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Child Development in Post-colonial Contexts: Educational Change and Ethnic Transfiguration in a French Guiana Wayana-apala? Indigenous Community

机译：后殖民背景下的儿童发展：法属圭亚那Wayana-apala的教育变化和种族变身？土著社区

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摘要

This paper presents a first attempt to describe an emergent dynamic: the transformation of family educational practices between Wayana-Apala? indigenous people of French Guiana. Ethnographic data collected between 2010 and 2013 show a large set of variations concerning care-giving time, house-keeping charges or the frequency of traditional activities. Taking into account the role of schooling and based on a critical analysis of the socio-economic and historical context, the authors interpreted the data as demonstrating the hypothesis that Wayana-Apala? have been involved in a process of Ethnic Transfiguration which in return has had a deep impact on traditional lifestyle, on community schemes for youth training and education and, last but not least, on child social development.
机译：本文提出了描述新兴动力的首次尝试：Wayana-Apala？之间的家庭教育实践的转变。法属圭亚那的土著人民。在2010年至2013年之间收集的人种学数据显示，在照护时间，客房清洁费或传统活动的频率方面存在很大差异。考虑到学校教育的作用，并基于对社会经济和历史背景的批判性分析，作者将数据解释为证明了Wayana-Apala？他们参与了一个种族变身的过程，这反过来对传统的生活方式，对青年培训和教育的社区计划，以及对儿童社会的发展产生了深远的影响。

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