FORMAÇÃO DE PROFESSORES INDÍGENAS: DESAFIOS E PERSPECTIVAS A PARTIR DO CURRÍCULO DO CURSO DE PEDAGOGIA INTERCULTURAL INDÍGENA

• Autor(a) principal: de Souza, Adria Simone Duarte
• Data de Publicação: 2020
• Outros Autores: Bettiol, Celia Aparecida, Mubarac Sobrinho, Roberto Sanches
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista Binacional Brasil-Argentina
• Texto Completo: https://periodicos2.uesb.br/index.php/rbba/article/view/7767
• topic: Formação de Professores; Currículo; Resistência; interculturalidade; Formación docente; Plan de estudios; Resistencia; Interculturalidad; Teacher Education; Curriculum; Resistance; Interculturality

The purpose of this article is to reflect on the process of training indigenous teachers, taking as reference the Curriculum of the Indigenous Intercultural Pedagogy Course of the State University of Amazonas, within the scope of Parfor. The course was built on an arduous dialectical process, which involved the local indigenous population, social movements, educational institutions, in addition to the effective participation of intellectuals and researchers on this topic. There were several moments of intense conversations, discussion and socialization aiming the building the Course Project and consequently the curriculum, which took place through meetings with indigenous teachers Kanamari, Marubo, Matis and Mayoruna/Matsés peoples, in the years 2014, 2015 and 2016, as well as from the discussions between the different partner institutions: FUNAI, Municipal Education Secretary-SEMED Atalaia do Norte, São Paulo de Olivença and Amazonas State University / UEA. The used methodology was the documental analysis, in the qualitaty perspective, wich aimed to historicize and reflect about the process of building of the course Curriculum.