Formação continuada do professor não indígena que atua em escolas indígenas: uma revisão sistemática de Teses e Dissertações nos períodos de 2011 – 2021.

Abstract

This research aimed to analyze how the theme of continuing education for non-indigenous teachers has been explored, aiming to contribute to a broader reflection on the needs and challenges of teaching in indigenous education. The study had the general objective of investigating national production on this topic, seeking to map research in Brazilian postgraduate programs and discuss the characteristics of continuing education offered to non-indigenous teachers working in indigenous schools. Objectives included mapping research production, discussing the characteristics of continuing education offered to teachers, and analyzing the main challenges faced by these professionals. To achieve the proposed objectives, a systematic review approach of theses and dissertations produced between 2011 and 2021 was adopted. The choice of this methodology is due to its ability to provide a comprehensive approach to a specific topic, allowing for the organization, analysis, and synthesis of the main works in the area of interest (Vosgerau; Romanowski, 2014). Criteria for systematization based on bibliographic surveys conducted in the Brazilian Digital Library of Theses and Dissertations (BDTD) were adopted to construct the corpus of this study, covering the period from 2011 to 2021. The choice of this time frame is justified by the need to capture a broad spectrum of academic productions relevant to the topic in question, considering the national context and the significant temporal scope of the last decade, aiming to understand the advancements and limitations in knowledge production during this period (Fiorentini; Passos; Lima, 2016, p. 19). Using relevant descriptors such as 'continuing education for non-indigenous teachers', 'non-indigenous teacher', 'indigenous school education', and 'indigenous education', the specific descriptors were chosen guided by the research objectives and the need to direct the search towards productions directly addressing the object of study. Examining continuing education policies for non-indigenous teachers is essential to improve not only the theoretical aspect but also to understand educational practice and its effective implementation in indigenous school contexts. This requires a review of traditional school functions, respecting territorialities, needs, and specificities of each community. Ideally, the presence of indigenous teachers is crucial in schools serving this population. However, due to the complexity of the Brazilian school system and the legal requirement for teachers of various specialties to teach, it is difficult to envision the exclusivity of indigenous teachers in these schools in the short term. Therefore, it is crucial to urgently rethink how indigenous school education is addressed in teacher training courses, considering the presence of non-indigenous teachers in these spaces as well. In this sense, teacher training must undergo redefinition so that teachers acquire new professional competencies in revised pedagogical, scientific, and cultural knowledge, as advocated by Imbernón, 2010. While initial training may prepare teachers to begin teaching, it is essential that it provides a solid foundation in scientific, cultural, contextual, psychopedagogical, and personal aspects, enabling future teachers to undertake the educational task in all its complexity.