A “educação (escolar) indígena” e o “magistério indígena” na produção dos programas de pós-graduação da UFT/UFNT

Abstract

This work presents the results of a research that had as problematic the following question: what have the postgraduate programs of UFT and UFNT produced about the research categories “indigenous education”, “indigenous school education” and “indigenous teaching ”? Therefore, its objective was to carry out a study on the productions of the Graduate Programs of UFT and UFNT, about the categories in question, in the Catalog of Theses and Dissertations of CAPES. The theoretical bases that deal with these research categories are based on the authors: Nóvoa (1992); Baniwa (2013); Bonin (2012); Valadares (2016); Gagliardi (1989); Grupioni (2006); Oliveira (2006); Tardif (2012), Schön (1992), among others. The methodology had a qualitative approach with a focus on Phenomenology, the method of data collection and analysis used the State of Knowledge, as well as bibliographical and documental research. In the survey, research categories are used as descriptors to search for works in the CAPES Catalog of Theses and Dissertations. The search for the descriptor “Indigenous Education” resulted in 9 works, of which 8 works were considered relevant to the research. In the search for the descriptor “Magistério Indígena”, 55 results were found, but with the refinement of the search, only one dissertation was found. In the search for the descriptor “Indigenous School Education”, 21 results were found, but with the refinement of the search, 17 relevant research papers were identified. The results indicate that "Indigenous Education" and "Indigenous School Education" in the productions of PPGs at UFT/UFNT are mostly in the field of sociolinguistics, that dissertations and theses result in studies on aspects of daily social, political and cultural life. cultural; paradigms of indigenous school education in the context of pedagogical practices; curriculum and teaching materials. With regard to the “Indigenous Teaching”, they point out that specific training is provided to indigenous teachers, carried out on the job, through continuous programs that guarantee access to the most recent theories and methodologies related to school teaching and learning, especially with regard to research , critical reflection, implication, and collective construction of knowledge, thus seeking an academic training that will enable them to exercise teaching, which is bilingual, intercultural and that differs from the projects imposed by the state/national education system.