Análise da formação de professores indígenas em uma escola Kaingang

Abstract

With the advances made in the legislation on indigenous school education, which took place mainly from the Federal Constitution of 1988, there has been an increase in discussions about indigenous schooling that breaks with colonizing precepts and integrating indigenous people into national society and becomes a space in which the knowledge historically accumulated by humanity is worked in a specific, differentiated, community, intercultural and bilingual way, while the traditional knowledge of indigenous peoples is valued. In this perspective, teacher training courses assume a strategic position, since they have the responsibility of training future teachers who will work in indigenous schools and, thus, contribute to indigenous schooling at the basic level. It is in this context that inserts this research, whose central theme is the Kaingang teacher training at the middle level that happens in the State Institute of Indigenous Education Ângelo Manhká Miguel. The objective of this study is to identify the elements of Kaingang teacher training in the State Institute of Indigenous Education Ângelo Manhká Miguel that contribute and those that make difficult the implementation of the national policy of training of indigenous teachers in this institution. The subjects that participated in this study were 15 teachers. The data were collected through an interview script and documentary analysis. The study is characterized by a qualitative research, and adopted the case study. From the analysis of data emerged 05 categories: history and characterization of the Institute; function of the Institute; teacher training; the alternation regime and the curricular organization; the teaching practice and the concepts of specific, differentiated, community, intercultural and bilingual indigenous school. The results show that the Institute is a strategic space for Kaingang schooling, with the responsibility of building pedagogical paths for Kaingang teacher training based on the appreciation of the cultural and linguistic aspects of this people, as it breaks with the traits of the colonizing education still present today in indigenous schools. The interviewees point out that the absence of specific training courses for the institution's teachers, the school calendar that is not relevant to the Kaingang reality, the lack of specific materials, the distance between the Institute and the Kaingang indigenous lands are elements that make it difficult to implement a training Kaingang teachers at the secondary level according to the national Kaingang teacher training policy, while the willingness of the school community to contribute to the institution, the artistic talents of the students, the interest and effort of the teachers and the freedom allowed by the Plan of the Studies are elements that contribute to the formation of teachers according to the provisions of the legislation. The State Institute of Indigenous Education Ângelo Manhká Miguel started its teaching activities 5 years ago, which justifies that it still has to advance in the discussions and the practices about the formation of teachers in a specific, differentiated, community, intercultural, bilingual and quality perspective. However, it is an important space for reflection and construction that can contribute to making future Kaingang schools with these characteristic a reality.