Formação superior do professor indígena: uma proposta intercultural

Abstract

The present dissertation was developed within the scope of the Mestrado Profissional em Gestão e Avaliação da Educação (PPGP) of the Centro de Políticas Públicas e Avaliação da Educação da Universidade Federal de Juiz de Fora (CAEd/UFJF). The management case to be studied will discuss the challenges in the implementation of the Curso de Pedagogia Intercultural (Intercultural Pedagogy Course), offered by Universidade do Estado do Amazonas/Programa de Formação de Professores da Educação Básica, in São Paulo de Olivença city, in the state of Amazonas, for 79 indigenous students of the ticuna, kambeba and kokama ethnic groups. The objectives defined for this study were to analyze the challenges in the implementation of the Curso de Pedagogia Intercultural and propose actions to correct or minimize the obstacles detected. The choice for this subject was due to the interest of one of the researchers while working as a teacher-collaborator of the course, having observed that some ethnic ticuna students were giving up. We assume as hypotheses that the difficulty presented lies in the understanding of the Portuguese language, because most of the students are only native speakers (ticuna). The theoretical assumptions are based on Kahn (1994), Candau (2000), Secchi (2016), Yin (2001), Ângelo (2002), Fleuri (2003), Cavalcante (2006), Grupioni (2006), Luciano (2012) and others official documents pertinent to the case. This research has a qualitative feature, having used as a data collection instrument semi-structured interviews with the coordination of the course, with the teacher of the discipline Tópicos Especiais, with teacher from other disciplines and with students of the ethnicities contemplated in the course, seeking to discuss the issues relevant to the proposed theme.