A formação dos professores Tembé Tenetehar no curso de Licenciatura Intercultural Indígena da UEPA
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Data
2020-09-29
Autores
Aires, Joelciléa de Lima
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Universidade Estadual Paulista (Unesp)
Resumo
Neste estudo descrevemos a formação de professores indígenas do povo Tembé Tenetehar pelo curso de Licenciatura Intercultural Indígena da Universidade do Estado do Pará (UEPA). Analisamos a formação das duas turmas que foram ofertadas ao povo Tembé. A primeira, que ingressou em 2012 e terminou em 2016, e a outra que tendo ingressado em 2016, estava em formação. O curso de licenciatura da UEPA em questão foi realizado nas aldeias da Terra Indígena Alto Rio Guamá (TIARG), localizada nos municípios de Santa Luzia do Pará, Nova Esperança do Piriá e Paragominas, no nordeste do estado do Pará. Procedemos à análise sobre o processo de formação dos professores Tembé Tenetehar a partir de documentos, produções científicas e entrevistas com professores egressos, professores em formação e algumas lideranças indígenas. Neste estudo foram entrevistados 50 sujeitos com o objetivo de analisar os significados da formação dos professores Tembé Tenetehar no Curso de Licenciatura Intercultural Indígena da UEPA para eles mesmos. O referencial teórico que escolhemos para o estudo foi o Método Materialista Histórico e Dialético, por ser uma linha teórico-metodológica que oferece grandes possibilidades epistemológicas para analisarmos o referido processo de formação de professores. Pensamos assim, principalmente em função desse método, que a lógica e a dialética podem ser fundamentos do processo de interpretação da realidade. A formação de professores indígenas está ligada intrinsecamente à educação escolar indígena, que permite o acesso de uma população, historicamente excluída, ao cabedal de conhecimentos elaborados historicamente pela humanidade, contribuindo para o estabelecimento das condições objetivas para seu próprio desenvolvimento, individual e social. O trabalho se estruturou a partir de três eixos conceituais, pelos quais procuramos fundamentar e interpretar o processo de formação dos professores indígenas do povo Tembé: 1) Educação Escolar Indígena, como sendo uma educação comunitária, diferenciada, intercultural e bilíngue, garantida pela legislação educacional brasileira, que permite incluir no processo formal de educação os valores, crenças, línguas e outros aspectos que caracterizem as populações indígenas, inclusive seus saberes tradicionais; 2) Interculturalidade, como um caminho aberto para se reconhecer e valorizar os conhecimentos de sujeitos colonizados, silenciados e dominados historicamente, colocando-os em uma posição de diálogo de saberes com outras formas de conhecimento, principalmente os saberes científicos, presentes na academia e que fundamentam a formação de professores indígenas; e 3) Pedagogia Histórico Crítica (PHC), que, como o nome sugere, é uma teoria crítica da educação, criada com base no Materialismo Histórico e Dialético. Através dos dados coletados identificamos categorias importantes para análise: Fortalecimento Cultural, Comunitário e Autodeterminação do povo; Formação de Liderança Indígena; e Interculturalidade, que, representando os significados da formação para os sujeitos da pesquisa, culminam na categoria final Formação de Professores. A categoria Interculturalidade foi subdividida em três subcategorias: Expectativas e Temores; Reminiscências Despertadas e Sistematização de Conhecimentos Tradicionais; e Diálogo de Saberes. A partir da discussão dessas categorias, pudemos compreender melhor o que significou a formação de professores indígenas do povo Tembé Tenetehar para eles mesmos e algumas de suas lideranças.
In the following study we describe forming indigenous teachers from the Tembé Tenetehar people by the Intercultural Indigenous Licenciature of the University of the State of Pará. We analyzed the graduation of the two classes that have been offered to the Tembé people, one from 2016 and the other which had begun in 2016 and was in progress. The course took place at the village of Terra Indígena Alto Rio Guamá (TIARG), which is located in the cities of Santa Luzia do Pará, Nova Esperança do Piriá and Paragominas, in the northeast of the State of Pará. We proceeded with the analyses of the Tembé Tenetehar teacher’s training through documents, scientific work and interviews with graduated teachers, teachers to be and indigenous leadership. 50 subjects were interviewed aiming to analyze the meaning of forming Tembé Tenehar teachers in the Intercultural Indigenous Licenciature course of the University of the State of Pará, according to them. The study was based on the Historic and Dialectic Materialistic Method, for it is a methodological-theoretical line that provides great epidemiologic possibilities to analyzing the referred process of forming teachers. We understand, especially through this method, that the logic and the dialectic can be elements in the process of interpreting reality. Forming indigenous teachers is intrinsically connected to indigenous people education, that provides to a historically excluded population, the access to knowledge historically elaborated by humanity, contributing to stablishing objective conditions for their own development, social and individual. This work is based on three conceptual axes, by which we seek to substantiate and interpret the process of forming indigenous teachers from the Tembé: 1) Indigenous Education, as a community education, distinguished, intercultural and bilingual, guaranteed by the Brazilian educational legislation, that allows to include in the formal process of education the values, belief, language and other aspects that characterize the indigenous population, including their traditional knowledge; 2) Interculturality, as an open way to recognizing and value the knowledge of colonized individuals, silenced and historically dominated, bringing them to a position of dialogue of knowledge with other means of knowledge, mainly scientific knowledge, present in Academia and that justify forming indigenous teachers; and 3) Historical-Critical Pedagogy (HCP), as the name suggests, it is a critical theory of education, which was created based on the Historical and Dialectic Materialism. Through collected data we identified important categories to analyze: A Cultural, Community and Selfdetermination strengthen of the people; and Interculturality, which, representing the meanings of graduation to the subjects of the research, culminate in the final category Forming Teachers. The Interculturality category was subdivided into three subcategories: Expectations and Concerns; Caused Reminiscence and Systematization of Traditional Knowledge; and Dialogues of Knowledge. Discussing these categories, we were able to better understand what it meant, to the Tembé Tenetehar and their leadership, to have teachers of their own people.
In the following study we describe forming indigenous teachers from the Tembé Tenetehar people by the Intercultural Indigenous Licenciature of the University of the State of Pará. We analyzed the graduation of the two classes that have been offered to the Tembé people, one from 2016 and the other which had begun in 2016 and was in progress. The course took place at the village of Terra Indígena Alto Rio Guamá (TIARG), which is located in the cities of Santa Luzia do Pará, Nova Esperança do Piriá and Paragominas, in the northeast of the State of Pará. We proceeded with the analyses of the Tembé Tenetehar teacher’s training through documents, scientific work and interviews with graduated teachers, teachers to be and indigenous leadership. 50 subjects were interviewed aiming to analyze the meaning of forming Tembé Tenehar teachers in the Intercultural Indigenous Licenciature course of the University of the State of Pará, according to them. The study was based on the Historic and Dialectic Materialistic Method, for it is a methodological-theoretical line that provides great epidemiologic possibilities to analyzing the referred process of forming teachers. We understand, especially through this method, that the logic and the dialectic can be elements in the process of interpreting reality. Forming indigenous teachers is intrinsically connected to indigenous people education, that provides to a historically excluded population, the access to knowledge historically elaborated by humanity, contributing to stablishing objective conditions for their own development, social and individual. This work is based on three conceptual axes, by which we seek to substantiate and interpret the process of forming indigenous teachers from the Tembé: 1) Indigenous Education, as a community education, distinguished, intercultural and bilingual, guaranteed by the Brazilian educational legislation, that allows to include in the formal process of education the values, belief, language and other aspects that characterize the indigenous population, including their traditional knowledge; 2) Interculturality, as an open way to recognizing and value the knowledge of colonized individuals, silenced and historically dominated, bringing them to a position of dialogue of knowledge with other means of knowledge, mainly scientific knowledge, present in Academia and that justify forming indigenous teachers; and 3) Historical-Critical Pedagogy (HCP), as the name suggests, it is a critical theory of education, which was created based on the Historical and Dialectic Materialism. Through collected data we identified important categories to analyze: A Cultural, Community and Selfdetermination strengthen of the people; and Interculturality, which, representing the meanings of graduation to the subjects of the research, culminate in the final category Forming Teachers. The Interculturality category was subdivided into three subcategories: Expectations and Concerns; Caused Reminiscence and Systematization of Traditional Knowledge; and Dialogues of Knowledge. Discussing these categories, we were able to better understand what it meant, to the Tembé Tenetehar and their leadership, to have teachers of their own people.
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Palavras-chave
Educação escolar indígena, Interculturalidade, Pedagogia histórico crítica, Tembé Tenetehar, Formação de professores, Indigenous education, Interculturality, Historical-critical pedagogy, Forming teachers