Os desafios na construção de uma escola indígena específica e diferenciada para a formação de professores kaingang

Abstract

From the advances of the legislation, referring to indigenous school education, resulting from the Federal Constitution of 1988, the discussions regarding an indigenous schooling without colonizing principles and the integration of indigenous people into national society, has been expanding, where schools become a space where the knowledge historically accumulated by humanity is worked concomitantly in a specific, differentiated, community, intercultural and bilingual way, with the traditional knowledge of the Kaingang people. It is from this context that teacher training courses play an important role, as they are committed to training future teachers who will work in indigenous schools. It is from this context that the research is inserted, which has as its central theme, the challenges in the construction of a specific and differentiated indigenous school for the formation of Kaingang teachers. The objective of this study is to understand the challenges and obstacles for the implementation of a specific and differentiated indigenous school in the training of Kaingang teachers. The subjects of this study were 15 teachers and 2 managers. Data were collected from an analysis and an interview script. The study is characterized by qualitative research and adopted participatory research. Through data analysis, 03 categories emerged. The important role of the Institute in the training of Kaingang teachers; Ângelo Manhká Miguel State Institute of Indigenous Education: Curricular and pedagogical organization and the alternation regime; Indigenous school: Specific, differentiated, intercultural, bilingual and community and its pedagogical practice. The results show that the Instituto Estadual de Educação Indígena Ângelo Manhká Miguel is an important space in the construction and reflection for an indigenous school education where the rights of indigenous people, their knowledge and their culture are present. The participants point out as challenges in the construction of a specific and differentiated education at the Institute, the fact of the absence of specific training for teachers, highlighting the school calendar and the curriculum as inadequate to the reality of their students, the lack of specific pedagogical material, and the issue of management and the teaching staff not being mostly indigenous. The Instituto Estadual de Educação Indígena Ângelo Manhká Miguel still needs advances in the discussions and practices related to teacher training, to contemplate the specific, differentiated, community, intercultural, bilingual and quality perspective, but much has already been advanced, justified by the fact that of the school is still under construction, as it started its activities in 2014, and is constantly seeking and advancing in its pedagogical practices to get closer and closer in fact to a specific and differentiated indigenous school education, thus becoming increasingly a very important space for construction and reflection on the future of Kaingang schools.