Licenciaturas interculturais indígenas no Brasil: oferta, característica e concepções

Abstract

The training of indigenous teachers, the central theme of this investigation, is under construction within the scientific field of Teacher Training. Therefore, this research is linked to the Research Line “Education, Teacher Training and Educational Practices” within the scope of the Postgraduate Program in Education (PPGEdu/FAED/UFGD) and supported by the Coordination for the Improvement of Higher Education Personnel (CAPES ). The research has the general objective of analyzing the offer, characteristics and conceptions of indigenous intercultural degrees at a national level. It has the following specific objectives: 1) identify how each state/federal district offers indigenous intercultural degrees; 2) understand how the training of indigenous teachers develops in Brazil; 3) investigate the presence of the principles of interculturality, difference, bi/multilingualism and communitarianism in the mapped courses. The methodological procedures were configured in a bibliographical survey, documentary research focusing on legislation on the training of indigenous teachers and the pedagogical projects of each Intercultural Degree. Identifying that in Brazil, between the 26 states and the Federal District, there is an Intercultural Degree offered in 24 Brazilian states, being offered by state and federal institutions. However, it was not possible to locate the implementation of the course in the states of Sergipe, Rio de Janeiro, and the Federal District. However, it was not possible to locate the implementation of the course in the states of Sergipe, Rio de Janeiro, and the Federal District. Thus, two states and the Federal District are lagging behind in the provision of initial training for indigenous teachers at the higher education level, failing to offer an education that respects and engages in dialogue with interculturality, bilingualism/multilingualism, and the way of life of their communities. This is an extremely contradictory reality, since in the states that do not offer intercultural degrees, there are federal and state universities and a population of indigenous teachers who seek common degrees, without intercultural dialogue due to the lack of specific courses for the population of indigenous peoples. Regarding the courses offered, there are 10 courses in the Northeast Region, 7 in the North Region, 4 in the Central-West Region, 4 in the South Region, and 3 in the Southeast Region. Note that the state of Ceará is the state that offers the largest number of Indigenous Intercultural Degrees, an offering that is developed for specific peoples and with differentiated classes. Since the results showed that there is at least one Indigenous Intercultural Degree per state in the South and North Regions, in the Northeast and Southeast Regions, there is a lack of the course. And in the Central-West Region, there is an offer in all states, but in the capital of Brazil, no proposal for implementing the course was found. It was also identified that with the vacancies granted by the PARFOR program, courses were never offered from 2024 onwards, including vacancies granted for the opening of Indigenous Intercultural Degrees in public universities that had this offer. This research also involves that not all the pedagogical projects of the courses clearly cover the principles and objectives of Resolution No. 1, of July 1, 2015 and the principles of indigenous school education.