Os outros, quem somos? Formação de professores indígenas e identidades interculturais

Abstract

RESUMOO trabalho pretende fornecer subsídios críticos à educação escolar indígena no Brasil, centrando-se no aprofundamento do tema do currículo intercultural e a formação de professores indígenas. Para isso, contextualiza a história de projetos de responsabilidade de organizações não governamentais dedicadas, no Brasil nos finais do século XX, à construção de propostas curriculares para o magistério e as escolas indígenas, com visível repercussão nas políticas públicas oficiais. Aborda especialmente alguns desafios teórico-metodológicos que nesses processos estão sendo enfrentados pelos educadores não índios ao desenharem e desenvolverem os currículos interculturais, com suas inevitáveis implicações sobre a representação das identidades sociais e o uso das línguas indígenas e do português de professores e de alunos indígenas. FORMAÇÃO DE PROFESSORES ÍNDIOS CURRÍCULOS INTERCULTURALABSTRACT THE OTHERS, WHO WE ARE? TRAINING INDIGENOUS TEACHERS AND INTERCULTURAL IDENTITIES. The paper intends to give critical information about the indigenous education in Brazil, with its focus to the subject of intercultural curriculum and the Indians Teachers Training Courses. For that, it describes the history of some projects under the responsibility of non governmental organisations that were working, by the end of the XX century, for the construction of the Indians Curriculum, with visible repercussion in the actual official public politics. It approaches, specially, theoretical and methodological challenges that spring about for the non-indian educators in these processes, concerning the curriculum planing and development, along with the unavoidable implications over the social identities representations of the indians teachers and their students, and the use of Indians and Portuguese Languages.

Training indigenous teachers in the Amazon region in Brazil (Acre State)

“…According to these teachers' perspective, the school curriculum is a significant communication and intercultural social action. Curricula are historical-meaning-construction processes, which involve teachinglearning relationships at school (Monte, 2000).…”

“…During this period, the indigenous teacher's training aimed at bilingual literacy and mathematics. However, since 1991, the Ministry of Education and Sports-MEC-became responsible for coordinating indigenous education initiatives (Monte, 2000).…”

“…Such concept started being ruled by the Constitution in Brazil since 1988. These projects were focused on training indigenous young individuals who were chosen to play leadership roles within the community and on enabling them to manage organised cooperatives in charge of indigenous health and education, as well as of struggling for indigenous lands attainment and management (Monte, 2000).…”

Empowering Local People through Community-based Resource Monitoring: a Comparison of Brazil and Namibia

“…HIL empowered monitors both psychologically and socially because it was incorporated into the indigenous education program, which was designed to promote citizenship through indigenous control of shared traditional and scientific knowledge (Monte 2000, Little 2005). The integration in the education program guaranteed continuity of training and monitoring linked to broader cognitive domains.…”

Formação continuada de professores para a diversidade cultural: ênfases, silêncios e perspectivas

“…Uma primeira tendência foi a de preocupação multicultural com ênfase em identidades coletivas, com destaque para a identidade indígena (Monte, 2000;Paes, 2002;Weigel, 2003;Cavalcante, 2003;Oliveira, 2003;Gomes, 2006). Trabalhos nessa linha desenvolveram-se a partir de uma visão multicultural pós--colonial, ressaltando a diversidade dentro da categoria indígena, de modo que se levem em conta as configurações culturais e as expectativas dessas identidades nas escolas, entendidas como espaços de fronteira.…”