Formação inicial intercultural de professores indígenas: da organização curricular aos letramentos de (re)existência

Abstract

Amazonas is the state that is home to the largest indigenous population, a total of 490,854 (IBGE, 2022). In view of the above, the emergence of the preservation of indigenous culture and languages in the state of Amazonas is evident. In this sense, specific and differentiated education appears as a means to maintain the ethnic diversity of indigenous people in this state, which is why this research focuses on the training of indigenous teachers. From this context, we seek to answer the following research question: Does the curricular organization of initial intercultural teacher training courses promote (re)existence literacies for teaching in indigenous schools? To answer the research question, we established the following general objective: Analyze how the curricular organization of initial intercultural teacher training courses, both at the Federal University of Amazonas (UFAM) and the State University of Amazonas (UEA), contributes to the development of literacy practices of (re)existence in teaching in indigenous schools. The analyzes were carried out using qualitative-descriptive methodology, combined with documentary and content analysis based on Denzin; Lincoln (2003) Chizzotti (2010). The theoretical framework was based on authors such as: Luciano (2006), Candau (2009) and D’Angelis (2017) to reflect on indigenous intercultural education; Saviani (2009), Tardiif (2014), Giroux (1997), Imbernón (2010) with some notes regarding initial teacher training; Maher (2006), Grupioni (2006), Matos; Monte (2006) with some reflections on the training of indigenous teachers; Menezes de Souza (2011), Cope, Kalantzis and Pinheiro (2020) Souza (2009), Kleiman and Sito (2016) and García Sánchez (2010) to discuss critical and (re)existence literacies; Moreira; Silva (2013), Giroux (1986), SILVA (2007), Santomé (2011) with some notes on the curriculum. The results of the analysis indicated that the UEA course met the established criteria and the UFAM course partially met the established criteria, that is, the UEA curricular organization promotes (re)existence literacies for teaching action in indigenous schools, while the UFAM partially promotes.