Primeiros cursos para formação de professores indígenas no estado de São Paulo: um estudo em História da Educação Matemática
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Data
2019-02-28
Autores
Silva, Karina Aparecida da
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Universidade Estadual Paulista (Unesp)
Resumo
Esta pesquisa teve como objetivo compreender e constituir uma versão histórica de como se deu o processo de criação dos primeiros cursos de formação de professores indígenas no estado de São Paulo. A partir de um levantamento bibliográfico inicial, encontramos referências a dois cursos oferecidos pela Faculdade de Educação da USP em parceria com a Secretaria de Educação do Estado de São Paulo (SEE-SP) para formação inicial do professor indígena que atua na Educação Infantil e no Ensino Fundamental: o Magistério Indígena Novo Mundo (MagIND) -, oferecido no período 2002 a 2003; e o curso de Formação Intercultural Superior do Professor Indígena (Fispi) -, oferecido no período 2005 a 2008. Constituímos cinco narrativas, a partir de situações de entrevistas realizadas segundo o referencial teórico-metodológico da História Oral, com representantes da SEE-SP, lideranças indígenas e professores envolvidos nesse processo. Foi a partir das narrativas que soubemos de outra iniciativa, do ano de 2014, para elaboração de mais um Curso para formação de professores indígenas, que seria oferecido pela Universidade Estadual Paulista (Unesp), o qual, no entanto, não foi concretizado como curso de Graduação, e que deverá ser oferecido como um curso de extensão universitária. A partir dessas narrativas, buscamos compreender como se deu o processo de criação e negociação desses cursos, com foco nas permanências, mudanças, demandas e decorrências relativas à formação de professores indígenas que vem ocorrendo no estado de São Paulo.
This research aimed to understand and constitute a historical version of how the process of creating the first training courses for indigenous teachers in the State of São Paulo. From an initial bibliographical survey, we find references to two courses offered by the School of Education of USP in partnership with the Education Secretary of State of São Paulo (SEE-SP) for initial training of the indigenous teacher who works in Early Childhood Education and Elementary School: the New World Indigenous Magisterium (MagIND) - offered in the period 2002 to 2003; and the Superior Intercultural Formation of the Indigenous Teacher (Fispi) course, offered in 2005 to 2008. Five narratives were created, based on interviews conducted according to the theoretical-methodological reference of Oral History, with representatives from SEE-SP, indigenous leaders and teachers involved in this process. It was from the narratives that we knew about another initiative, from the year 2014, for the elaboration of one more Course for the training of indigenous teachers, which would be offered by the São Paulo State University (UNESP), which, however, did not materialize as a course and should be offered as a university extension course. Based on these narratives, we sought to understand how the creation and negotiation process of these courses, focused on the permanences, changes, demands and consequences related to the training of indigenous teachers that has been taking place in the State of São Paulo.
This research aimed to understand and constitute a historical version of how the process of creating the first training courses for indigenous teachers in the State of São Paulo. From an initial bibliographical survey, we find references to two courses offered by the School of Education of USP in partnership with the Education Secretary of State of São Paulo (SEE-SP) for initial training of the indigenous teacher who works in Early Childhood Education and Elementary School: the New World Indigenous Magisterium (MagIND) - offered in the period 2002 to 2003; and the Superior Intercultural Formation of the Indigenous Teacher (Fispi) course, offered in 2005 to 2008. Five narratives were created, based on interviews conducted according to the theoretical-methodological reference of Oral History, with representatives from SEE-SP, indigenous leaders and teachers involved in this process. It was from the narratives that we knew about another initiative, from the year 2014, for the elaboration of one more Course for the training of indigenous teachers, which would be offered by the São Paulo State University (UNESP), which, however, did not materialize as a course and should be offered as a university extension course. Based on these narratives, we sought to understand how the creation and negotiation process of these courses, focused on the permanences, changes, demands and consequences related to the training of indigenous teachers that has been taking place in the State of São Paulo.
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Palavras-chave
Formação inicial de professores indígenas, Educação indígena, História oral, Estado de São Paulo, Initial formation of indigenous teachers, Indigenous education, State of São Paulo, Oral history