A reestruturação curricular do magistério indígena do projeto Pirayawara: dissonâncias com os princípios da especificidade, diferença, interculturalidade, bi/multilinguismo e comunitarismo

Abstract

This research, linked to the Education, Teacher Training and Educational Practices Research Line of the Graduate Program in Education of the Federal University of Grande Dourados (PPGEdu/UFGD) and developed within the scope of the Study and Research Group on Educational Policies and Teacher Training (GEPPEF), aimed to investigate the process of reformulating the Indigenous Teaching of the Pirayawara Project, developed by SEDUC/AM to meet the demand for training indigenous teachers. It is observed that the field of training indigenous teachers has developed together with Indigenous School Education, based on the determinations of the CF/1988, which constitute a radical change in the paradigm of educational processes aimed at indigenous peoples. In the context of normative constructions for Indigenous School Education, there are the National Curricular Guidelines for the Training of Indigenous Teachers in Higher Education and High School courses defined by Resolution CNE/CP 01/2015 and based on Opinion CNE/CP 06/2014, which choose as a basis the principles already chosen for Indigenous School Education: specificity, difference, interculturality, bi/multilingualism, communitarianism. In this sense, the research presented here aimed to analyze the process of restructuring the Indigenous Teaching of the Pirayawara Project, with specific objectives of distinguishing the theoretical, curricular, and methodological perspectives developed in the project/restructuring proposal; identifying to what extent the process of restructuring the new curriculum sought to align itself with the National Curricular Guidelines for the Training of Indigenous Teachers in Higher Education and High School courses; analyzing to what extent the restructuring process meets the demands presented by indigenous peoples in the Amazon. Using the decolonial/critical intercultural theoretical framework developed by Mignolo (2017), Quijano (1992; 2000; 2010), Dussel (1993, 1995), Tubino (2004), and Walsh (2009), through qualitative research, data collection was carried out through documentary research, with the research corpus being the current norms for the training of indigenous teachers, the current Indigenous Teaching project, and the Evaluation Synthesis of the Indigenous Teaching carried out by CEEI/AM. In addition, semi-structured interviews were conducted to understand, from the perspective of the participants in the process, how the reformulation was constructed, the proposed changes, and the proportionality of the response to the current demands of indigenous peoples in the Amazon. The study showed that the process of reformulating the Indigenous Teaching of the Pirayawara Project fulfills only a few aspects of Opinion CNE/CP 06/2014 and Resolution CNE/CP 01/2015, ignoring themes such as territorial management, indigenous youth, trainer training, and critical interculturality, as well as possible setbacks regarding language policy, the fundamental axis of research in training, and teacher training-related themes and contents. The research also indicated that the reformulation did not meet what is specified in ILO Convention 169 regarding free, prior, and informed consultation, and also meets low demands of the peoples. We emphasize the importance of resuming reformulation, based on demand in pre-consultation with peoples and reflection on current norms for the training of indigenous teachers.