A formação de professores indígenas nas produções do PPGE/UFAM: o olhar do pesquisador sobre a prática docente indígena

Abstract

The present dissertation had a general objective to map as master´s and doctoral researches of the Postgraduate Program in Education (PPGE) of the Federal University of Amazonas (UFAM) on the teaching practices of the indigenous teacher in training, in order to compare the concept of interculturality, advocated in oficial documents, with the concept defended by autistic authors and the concept present in the PPGE/UFAM productions. Therefore, we elaborated the following specific objectives: a) To contextualize the policy of higher education for indigenous teachers in Brazil; b) Discuss the concept indigenous intercultural education for indigenous authors and the concept adopted in official documents on higher education for indigenous teachers and c) Compare the concept of indigenous intercultural education present in official documents, with the concept defined by indigenous authors and the concept adopted by PPGE researchers. The dissertation is based on the writings of Meliá (1979), Luciano (2006), Araújo (2006), Ferreira (2001) and Estácio (2014), Baniwa (2019), Grupioni (2006), Simas and Pereira (2010) among others, In addition to these, we sought legal basis in the following documents: the CF/88, the LDBEN, the RCNEI, the 2001 PNE, and other official writings that helped us to debate the topic in question. This is qualitative approach research (MINAYO, 2002), anchored in bibliographic and documental research (GIL,2002; LAKATOS and MARCONI, 2017), in which we used Bardin´s Content Analysis (2011) for the analysis procedures of datas. The study was developed from 01 (one) thesis and 02 (two) master´s dissertations, all defended the at PPGE/UFAM between 2011 and 2018. The results show that the investigated productions widely discuss the intercultural approach, but they need to intensify the look on the indigenous authors. In this sense, it was identified in these referred works that indigenous intercultural education is understood as an articulation between indigenous and non-indigenous knowledge, that is, a dialogue and/or an exchange of between cultures. We also found that the analyzed productions signaled the fact that some teachers in training showed a disarticulation of the curricular matrix of the training courses with the school reality of the indigenous community. We conclude, in this way, that there is a need to deepen and broaden discussion about the indigenous teaching practice in the investigate postgraduate program, in order to find solutions aimed at filling for the gap between theory and the effectiveness of intercultural action in indigenous school, aiming to meet the aspirations of indigenous communities with regard to the implementation of teaching practice in the perspective of interculturality.