A trajetória profissional e a avaliação dos(as) discentes e docentes da LII PITAKAJÁ acerca da formação de professores(as) indígenas na Universidade Federal do Ceará

• Ano de defesa: 2024
• Autor(a) principal: Ribeiro, Maíra Guimarães
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Palavras-chave em Português: Licenciatura Intercultural Indígena; Professores(as) indígenas; Docentes formadores; Avaliação institucional; CNPQ::CIENCIAS HUMANAS::CIENCIA POLITICA::POLITICAS PUBLICAS
• Link de acesso: http://repositorio.ufc.br/handle/riufc/77856

This research aims to understand the perception of students and teachers of the Indigenous Intercultural Degree Course of the Pitaguary, Tapeba, Kanindé de Aratuba, Jenipapo-Kanindé and Anacé-LII PITAKAJÁ Ethnicities (second class) of the Humanities Center of the Federal University of Ceará on public policies related to Indigenous School Education and the Training of Indigenous Teachers to work in theses schools, both in Brazil, and especially in Ceará, as well as knowing their perception about this affirmative policy at UFC and the development of its training process based on differentiation, specificity, interculturality, bilingualism/multilingualism and communitarianism, as well as access and permanence policies, continued training and special programs related to the development of didactic/paradidactic and pedagogical materials for indigenous schools. This research has as its main reference Resolution N.o 1, of 01/07/2015 of the National Education Council, which establishes the National Curricular Guidelines for the Training of Indigenous Teachers in Higher Education and Secondary Education courses. This research is characterized as: qualitative, descriptive, bibliographic and documentary, a case study, and carried out through interviews (five teachers and two students). It is concluded that UFC has been facing the challenge that involves the complexity of offering an Indigenous Intercultural Degree, and that both it and the teams involved are committed to the quality of training for indigenous teachers. It is necessary for this course to be institutionalized, including more indigenous knowledge and bibliographies, as well as indigenous teacher trainers, to improve interculturality, as well as more resources for teaching activities, expand access and permanence policies for students, and the development of programs for creating teaching and pedagogical materials for indigenous schools.