Limites e possibilidades para uma carreira do professor indígena na rede estadual do Ceará

Abstract

This dissertation, developed during the Professional Graduate Program (PPGP) in Management and Evaluation of Public Education at the Federal University of Juiz de Fora (CAEd/UFJF), discusses the process of structuring the career of indigenous teachers in the state network of education in Ceará, with the aim of contributing to the Indigenous School Education policy. In the last decade, the National and State Education Plans (CE) have foreseen goals to promote the valorization of the teaching career, based on the tripod: training and continuing; classroom floor, stipulating specific strategies on the creation of a group of teachers of Meta 1, which establish specific strategies on the creation of a group of teachers of Meta However, indigenous teachers from Ceará all work in precarious ties. This scenario led us to define the guiding question of the research: "What are the northern limits and possibilities for an indigenous teacher's career in Ceará?", with the general objective of investigating the challenges and possibilities for the structuring of this research, in compliance with the National and State Education Plans. To this end, we start from three specific objectives: (1) to describe the context of indigenous school education in Brazil and Ceará, a space for the indigenous teacher to act, considering the relevant legislation; (2) to analyze the challenges and possibilities for structuring a career for these professionals in the state network of Ceará, considering experiences carried out in Brazilian states: Bahia and Santa Catarina; 3) propose an intervention plan with the purpose of contributing to the strengthening of the indigenous teacher's career and its valorization within the state network. With this in mind, we carried out a systematic and qualitative analysis of the documents made available by the Education Departments and interviewed managers involved in the policy, demonstrating that the precariousness of indigenous teachers' ties promoted an evident distance in terms of remuneration and the improvement and valorization of these professionals. In relation to the other teachers in the network, as well as contributing to a certain invisibility of this group in the actions promoted by Seduc, in which their participation is conditioned to political mobilization. On the other hand, the entry of the indigenous teacher into the teaching career makes it possible to review the dynamics of this relationship between the State and the indigenous school. In view of these conclusions, our Action Plan proposes actions for the entry and development of indigenous teaching careers, establishing strategies for their effective inclusion in the state network of Ceará.