Formação de professores indígenas no município de Tonantins - Amazonas: um estudo a partir do PARFOR

• Autor(a) principal: Deveza, Neize Laura de Lima
• Data de Publicação: 2021
• Tipo de documento: Trabalho de conclusão de curso
• Idioma: por
• Título da fonte: Repositório Institucional da UFAM
• Texto Completo: http://riu.ufam.edu.br/handle/prefix/6278
• topic: Formação de professores indígenas; Ensino; PARFOR; Uso de diferentes línguas; Limitações; Training of indigenous teachers; Limitations; Use of different languages; Teaching; LINGUISTICA, LETRAS E ARTES; Indígenas da América do Sul - Educação - Amazonas; Professores - Formação - Tonantins (AM); Plano Nacional de Formação dos Professores da Educação Básica; Prática de ensino - Amazonas

The general objective of this work is to present the mapping of the situation of the training of indigenous teachers of PARFOR in the municipality of Tonantins, in Amazonas, with regard to the languages involved there. The specific objectives of our study are: to ascertain whether language teaching carried out in the PARFOR program favors / prioritizes indigenous languages and / or Portuguese and / or Spanish; register possible difficulties that indigenous students of PARFOR in the municipality of Tonantins-AM have to continue and finish the course and, from the perspective of indigenous students, how the training affects the language teaching carried out in the schools where they work. The authors we use to support our research on the training of indigenous teachers and language teaching in a bilingual context are: Wilkins (1976), Cavalcanti (2003), D'Angelis (2012), Krashen (1982), Freire (2008), among others, in addition to documents such as the Law of Guidelines and Bases (LDB) and the National Curriculum Framework for Indigenous Schools (RCNEI). The results of our investigation point to the profile of PARFOR academics, the challenges that are presented to them, especially in relation to languages and, also, the limitations that the initial training presents to these academics so that they can act in a different way more reflective, critical and conscious about your doing.