Significados da Licenciatura Intercultural na formação de Professores Indígenas Apinayé atuantes na escola Mãtyk da aldeia São José

Abstract

This research focuses on the training of Apinayé indigenous teachers working at the Mãtyk School in the São José village, located in the municipality of Tocantinópolis, Tocantins, within the Brazilian Legal Amazon. In this sense, we establish the following question: what contributions does the Intercultural Indigenous Teacher Training course at the Federal University of Goiás make to the training and pedagogical practice of Apinayé teachers working at the Mãtyk School in the São José village, located in the municipality of Tocantinópolis, Tocantins? To this end, our general objective is to elucidate the contributions of the Intercultural Indigenous Teacher Training course at the Federal University of Goiás to the training and practice of Apinayé teachers working at the Mãtyk School in the São José village. The methodological approach is inspired by phenomenology and ethnography, with a qualitative, basic, and descriptive approach. The construction of information, data, and evidence was carried out in two stages: a bibliographic and documentary study, aimed at addressing Indigenous Education, Indigenous School Education, Indigenous Teacher Training, and Intercultural Indigenous Licentiate Degrees; and an empirical study that included participant observation, field diary entries, and responses to a questionnaire. In order to organize and analyze the material produced in the field study, we were guided by the principles of Discursive Textual Analysis, whose data and information were produced by 3 Indigenous female and 5 Indigenous male teachers working at the Mãtyk school in the São José village. The training of Indigenous teachers is a process that articulates the right to difference with the right to equality, affirming interculturality as an ethical-political horizon for education. In this sense, culture is conceived as a complex network of intersubjectively constructed meanings, in which subjects, through interaction, produce and share meanings that structure and guide their social practices. The results indicate that the Intercultural Indigenous Teacher Training Program articulates academic and traditional knowledge, promotes a pedagogical practice committed to the Indigenous community and in tune with its culture, which strengthens teaching practice. Thus, investing in the training of Indigenous teachers means investing in the autonomy of Indigenous peoples, in the protection of cultural diversity, and in the strengthening of educational projects that break with the logic of historical marginalization. It is about recognizing Indigenous education as a space of resistance, of identity affirmation, and of the construction of possible futures.