Formação do professor indígena: um estudo da licenciatura intercultural da Universidade Estadual de Alagoas

Abstract

This research is a study about the specific training for indigenous teachers, namely their responsibility as a social actor to dynamize their differentiated and specific praxis in the dynamics as a mediator of knowledge in the identity reaffirmation of indigenous students, understanding that only with teachers indigenous people at the forefront of the process of teaching management and teaching of indigenous schools constitutes a differentiated education. Therefore this research is conceived as a bibliographic study of the intercultural curriculum of the Indigenous Licentiate Course (CLIND) offered at the State University of Alagoas -Uneal, presenting a reflection about the relevance of this curriculum for the qualification and professional valorization of the indigenous teacher of the ethnic groups of Alagoas, considering this pioneering experience in the state as a result of actions against Public Policies of specific formation for indigenous peoples as determined by the legislation , so the specific formation reflects the possibility of rupture of stereotypes that mark the indigenous peoples in front of the national society. In order to reach the results, a course outlined by documentary analysis was drawn up, in this case, a look at the curriculum thematic referring to all the Uneal Undergraduate Courses, starting from the historicity of the indigenous teacher training, study of the legislation that governs the education differentiated and specific indigenous school, with an emphasis on the intercultural curriculum responsible for the organization of the Clind. They were based on Grupioni (2003), Maher (2006), Santos - Baniwa (2006), Ferreira (2008), Barbalho (2013), Pereira (2018), Munduruku (2012) and Meliá (1999). In this way, we provoke a discussion about the valorization of the professional identity of the indigenous teacher, since in the Alagoan scenario the recognition of the indigenous teacher category with the respective rights guaranteed as equity of remuneration, stability and regularization of the career, especially the qualification professional, an exponent for the implementation of an indigenous school education based on the principles of difference, specificity and interculturality. Key words: Indigenous School Education, Curriculum, Indigenous Teacher Training, Indigenous Intercultural Bachelor's Degree.