Projeto Pirayawara e a educação na floresta: formação de professores indígenas no município de Beruri-Am

Abstract

This text deals with Indigenous School Education (ISE) in the municipality of Beruri, in the interior of Amazonas. The study focussed specifically on indigenous teachers training by the Pirayawara Project, which is part of the Amazonas State Department of Education's efforts to train teachers. The research was guided by the following question: has the Pirayawara Project, as a public policy proposal for ISE, contributed to improving the quality of teaching in indigenous communities in the municipality of Beruri-AM? The aim was to analyse the indigenous teachers training carried out through the Pirayawara Project and how this training has had repercussions on the teachers' pedagogical practices, in view to the quality of teaching and the improvement of ISE in the municipality of Beruri. Considering its problematisation, this study sought to answer the following questions: did the training provided by the Pirayawara Project meet the specific needs of ISE at secondary level? Are there proposals for indigenous teachers continuing training in other knowledge levels? What advances and setbacks have been made in the ISEin Beruri after the Pirayawara training? The method used to analyse the data obtained from the semi-structured interviews was Textual Discourse Analysis (Moraes; Galiazzi, 2011). The theoretical foundations dialogue with authors who have carried out research into the indigenous teachers training in Amazonas, as well as theorists who discuss ISE, such as Luciano (2001), Nogueira (2015), Paes (2023), Dorzanio (2019), Meliá (1979), Silva and Ferreira (2001), Grupioni (2008), among others. The analysis focussed on the changes that have ensured that indigenous peoples have a teaching proposal respecting ethnic diversity, cultural plurality and differentiated and intercultural educational processes through the training in Indigenous Magisterium - Secondary Level, offered by the Pirayawara Project. The results show that the training has contributed to improving the teaching quality in indigenous communities in Beruri. However, political obstacles make it impossible to make further progress in the training indigenous teachers process in this municipality. In this sense, there is a need for greater commitment from the competent authorities so that the demands of indigenous teachers can be met, regarding the right to a differentiated, intercultural and multi/bilingual ISE, as established by Brazilian law.