A Formação de professores Guarani e Kaiowá no território etnoeducacional Cone Sul: políticas públicas fortalecendo as escolas indígenas

Abstract

The objective of this work is to produce the ethnography of the construction of the courses of Magisterium Ára Verá and the Teko Arandu Intercultural Graduation and the Institutional Program of Initiatives for Teaching - Diversity PIBID D, as public policies for the training of indigenous teachers and, consequently, strengthened the Indigenous Schools. I intend to highlight the involvement and protagonism of the Guarani and Kaiowá Indigenous Teachers Movement (MPGK) in harmony with the National Indigenous Movement, in the construction of legal frameworks that created Indigenous School Education (IEE), and all other public policies that were developed in the State of Mato Grosso do Sul until nowadays. I demonstrated how in the process of institutionalization of the IEE, in the Ethnoeducational Territory of the Southern Cone (TEE Southern Cone), the indigenous intellectuals were formed, which became new references in the indigenous communities. These policies were based on the State regarding the valorization of indigenous teachers. Finally, the main purpose was to bring to light the process that is still being developed within the institutions responsible for implementing the IEE policy, from a deeper look at the Licenciatura Intercultural Teko Arandu Baccalaureate and the Institutional Scholarship Initiation Program to Teaching - Diversity (PIBID D).