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

Abstract

The indigenous education in Brazil incorporates important elements of the United Nations Declaration on the Rights of Indigenous Peoples, adopted by the United Nations. The social and cultural organization of Brazilian indigenous peoples is reflected in rights struggles, and in the indigenous school. In Acre, intercultural curriculum in the training of indigenous teachers precedes public policies for indigenous education in Brazil. The present study relates to an Indigenous Teachers Training Course, which is developed by the Indigenous Education Coordination of the State Education Department and that took place in Acre. The cultural and linguistic complexity that involves the formation of indigenous teachers was an element in the teacher's pedagogic practice applied in the debates in the classroom over the course.

Enhancing EFL teachers’ intercultural sensitivity through instruction, is it really feasible? An ethnocentrism versus ethnorelativism perspective

“…To this end, foreign language teachers need to adopt a new strategy of intercultural teaching. They also need to prepare themselves for the simultaneous promotion of their learners' linguistics and intercultural competencies with the purpose of training interculturally communicatively competent learners with sufficient communicative skills to be able to interact with people coming from dissimilar cultures (Liguori Imbernon, Torres & Vasconcelos, 2016).…”

Untitled

“…To this end, foreign language teachers need to adopt a new strategy of intercultural teaching. They also need to prepare themselves for the simultaneous promotion of their learners' linguistics and intercultural competencies with the purpose of training interculturally communicatively competent learners with sufficient communicative skills to be able to interact with people coming from dissimilar cultures (Liguori Imbernon, Torres & Vasconcelos, 2016).…”