A formação de professores indígenas na Universidade do Estado do Amazonas: avanços e desafios
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Data
2017-09-06
Autores
Bettiol, Célia Aparecida [UNESP]
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Universidade Estadual Paulista (Unesp)
Resumo
Este trabalho vincula-se à Linha de Pesquisa “Formação dos Profissionais da Educação, Políticas Educativas e Escola Pública e teve a seguinte questão problema “Como se organiza a proposta formativa dos cursos de formação de professores indígenas ofertados pela UEA no TEE Alto Solimões na perspectiva da interculturalidade ? Investigou dois cursos de formação para professores indígenas ofertados pela UEA no Território Etnoeducacional Alto Solimões, município de São Paulo de Olivença. O objetivo foi “compreender a proposta formativa dos cursos de formação para professores indígenas ofertados pela Universidade do Estado do Amazonas no TEE Alto Solimões”. Para delineamento do objeto de estudo realizamos uma busca no banco de dados da CAPES, nos Programas de Pós Graduação em Educação sobre a temática. O resultado indicou a escassez de produções acerca do assunto e, portanto, sua relevância para a educação. A pesquisa seguiu uma abordagem qualitativa e adotou como procedimentos de coleta de dados, entrevistas narrativas com egressos e acadêmicos destes cursos, entrevista semiestruturada com professores e membros da coordenação, produção de textos narrativos pelos sujeitos e a realização de grupos de discussão com acadêmicos do curso em andamento, totalizando 28 sujeitos. Realizamos ainda a análise documental dos Projetos Pedagógicos dos Cursos. Os princípios da educação escolar indígena foram orientadores para a análise dos dados cujos resultados revelam que a formação de professores indígenas é complexa e envolve muitas variantes a serem consideradas, sobretudo, a realidade cultural e sociolinguística dos envolvidos. A análise mostrou que apesar de indicar desafios, a proposta formativa e o estágio como parte integrante dela estão pautados numa concepção crítico reflexiva e têm contribuído significativamente para a afirmação da identidade dos professores indígenas como interlocutores interculturais de seus povos e na consolidação da educação escolar indígena onde estes sujeitos estão inseridos.
This work is linked to the Research Line "Training of Education Professionals, Educational Policies and Public School and had the following problem" What indigenous specificities that subsidize a formative proposal of training courses for indigenous teachers offered by the UEA in the TEE Alto Solimões from the perspective of interculturality?".The Investigated object was two training courses for indigenous teachers offered by the UEA in the Alto Solimões Ethno Educational Territory, municipality of São Paulo de Olivença. The objective was "understand the formative proposal of the courses of Intercultural Pedagogy for indigenous teachers offered by the University of the State of Amazonas in TEE Alto Solimões". In order to delineate the study object, we searched the CAPES database, in the Postgraduate Programs in Education on the subject. The result indicated the scarcity of productions about the subject and, therefore, and his relevance to education. The research followed a qualitative approach and adopted as data collection procedures, narrative interviews with graduates and academics of these courses, semi-structured interview with teachers and members of the coordination, production of narrative texts by the subjects and the realization of discussion groups with students of the course In progress, totaling 28 subjects. We also perform the documentary analysis of the Pedagogical Projects of the Courses. The principles of indigenous school education were guiding the data analysis whose results show that the training of indigenous teachers is complex and involves many variants to be considered, above all, the cultural and sociolinguistic reality of those involved. The analysis showed that, despite challenge, the training proposal and the internship as an integral part of it are based on a reflexive critical conception and have contributed significantly to the affirmation of the identity of indigenous teachers as intercultural interlocutors of their peoples and in the consolidation of indigenous school education where these are inserted.
This work is linked to the Research Line "Training of Education Professionals, Educational Policies and Public School and had the following problem" What indigenous specificities that subsidize a formative proposal of training courses for indigenous teachers offered by the UEA in the TEE Alto Solimões from the perspective of interculturality?".The Investigated object was two training courses for indigenous teachers offered by the UEA in the Alto Solimões Ethno Educational Territory, municipality of São Paulo de Olivença. The objective was "understand the formative proposal of the courses of Intercultural Pedagogy for indigenous teachers offered by the University of the State of Amazonas in TEE Alto Solimões". In order to delineate the study object, we searched the CAPES database, in the Postgraduate Programs in Education on the subject. The result indicated the scarcity of productions about the subject and, therefore, and his relevance to education. The research followed a qualitative approach and adopted as data collection procedures, narrative interviews with graduates and academics of these courses, semi-structured interview with teachers and members of the coordination, production of narrative texts by the subjects and the realization of discussion groups with students of the course In progress, totaling 28 subjects. We also perform the documentary analysis of the Pedagogical Projects of the Courses. The principles of indigenous school education were guiding the data analysis whose results show that the training of indigenous teachers is complex and involves many variants to be considered, above all, the cultural and sociolinguistic reality of those involved. The analysis showed that, despite challenge, the training proposal and the internship as an integral part of it are based on a reflexive critical conception and have contributed significantly to the affirmation of the identity of indigenous teachers as intercultural interlocutors of their peoples and in the consolidation of indigenous school education where these are inserted.
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Palavras-chave
Formação de professores indígenas, Princípios da educação escolar indígena, Estágio supervisionado, Training of indigenous teachers, Principle of indigenous education school, Supervisioned internship