Percursos de resiliência e identidade em histórias, memórias e experiências de alfabetizadores (as) indígenas em Roraima

Abstract

This text presents the results of the research that aimed the narrative construction of the processes of training of indigenous teachers, graduated and in training in the Intercultural Licentiate course of the Insikiran Institute of Indigenous Higher Education of the Federal University of Roraima, in their actions in the different contexts of literacy in Indigenous Schools and Communities in the respective ethnicities of the subjects involved, from training memorials presented as Course Conclusion Works and in autobiographical narratives, composed of PIBID Diversity scholars, who developed actions in the Literacy and Literacy subproject. The research was developed in the city of Boa Vista, Roraima state, where the didactic-pedagogical activities of the Insikiran Institute take place, from where we start to go through the life trajectories of these teachers. In describing the process of formation of the professionals who carry out indigenous school education in the initial years of Basic Education, the socio-cultural and ethnic diversity of these authors was considered, intending to understand the resilience presented as representatives of the indigenous social movement in the State, which questioned the forms of school education proposed by the Brazilian educational system and altered them, proposing a school education based on autonomy and cultural identity, based on specific pedagogical projects and on the adoption of own cultural school calendars, with differentiated curricula and pedagogical practices that led to the maintenance of the process identity for present and future generations. The methodology used was autobiographical research in memorials for the formation of three egressed teachers, ten pedagogical experiences in autobiographical narratives of scholars in formation and participants in the PIBID Diversity, Sub-Project Literacy and Literature, in which their individual trajectories were described and reflected. the conflicts generated between the proposals of school education experienced in the past and the education in the intercultural perspective, seized in the process of self-formation, specific and differentiated, in the interferences of the pedagogical practices developed in the daily life of the indigenous schools /communities. In the state of the art, scientific articles, theses, dissertations and related researches, elaborated over the last five years, on the subject of indigenous school education, literacy/teaching/learning processes and literacy in indigenous contexts, the specific and differentiated training of indigenous school education. The epistemological conceptual foundation considered ethnic identity and indigenous education, literacy and literacy in indigenous school education and the training of indigenous teachers in the intercultural perspective. At the end, the observations and reflections/insights carried out in the development of the research in the references used, in which the power relations, spaces, contexts and times of indigenous school education are revealed, thus being recognized as a conclusion , that indigenous people in Roraima take resilience as their founding element and ethnic identity as a reference for their social practices.