OLHARES SOBRE O MOVIMENTO DE CRIAÇÃO DOS CURSOS DE FORMAÇÃO DE PROFESSORES EM LICENCIATURAS INDÍGENAS E DO PRIMEIRO MESTRADO INDÍGENA DO PAÍS, NA UNEMAT

• Ano de defesa: 2024
• Autor(a) principal: Adriano Mamedes Silva Nascimento
• Orientador(a): Thiago Pedro Pinto
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Fundação Universidade Federal de Mato Grosso do Sul
• País: Brasil
• Palavras-chave em Português: Educação Escolar Indígena. História Oral. Perspectivismo Ameríndio. Formação de Professores Indígenas.
• Link de acesso: https://repositorio.ufms.br/handle/123456789/9159

The guarantee of the right to Indigenous School Education, intercultural and specific, in Brazil is an achievement based on tireless struggles for recognition, not only of the specificities of indigenous peoples but also of their subjectivities, as distinct peoples with their own languages and cultures. In this context, the training of indigenous teachers to work in indigenous schools has become a fundamental step in ensuring this right. Thus, the research produced oral narratives from the movements that began with the creation of indigenous teacher training courses in the Indigenous Higher Education Project (2001), currently the Intercultural Indigenous College (Faindi), until the opening of the first Master's class (2020) of the Postgraduate Program in Teaching in an Intercultural Indigenous Context (PPGECII) at the State University of Mato Grosso (Unemat). The objective was to compose a text through the analysis of issues extracted from the narratives of the indigenous participants in this research, where they reported their struggles and achievements for Indigenous School Education in Brazil and the processes faced in their academic training. This research concerns the historical aspects of the academic training of indigenous teachers in Brazil, specifically in Mato Grosso. For this, the methodology of Oral History was used, with which we conducted oral interviews, seeking to construct and consolidate historical narratives of teachers linked to Faindi who idealized and participated in the creation of the Project and active and graduate indigenous students. Additionally, the theoretical framework was based on Amerindian perspectivism, from the perspective of Viveiros de Castro, in dialogue with the formation of the Brazilian people according to Darcy Ribeiro, and Indigenous Cosmology discussed by indigenous sociologist Ailton Krenak. Therefore, the research highlighted issues about the importance of recognizing the ethnic identity of indigenous peoples, their history, and cultural diversity, as well as the possible paths for the development of specific and differentiated teacher training according to their cultures and traditions, and the impacts caused by the insertion of Indigenous School Education in communities. Keywords: Indigenous School Education. Oral History. Amerindian Perspectivism. Indigenous Teacher Training.