Andanças interculturais: representações das egressas Tentehar Guajajara da Aldeia Januária sobre a formação docente em Licenciatura Intercultural

Abstract

Among the specific policies to which indigenous peoples have rights, school education appears as one of the main demands. Initially used as a strategy of domination, through catechesis and civilization, especially in the colonial and imperial periods. From the republican period onwards, schools in villages became a vehicle for socializing knowledge aiming at the participation of indigenous people in the so-called Brazilian national communion (Furtado, 2016). The strengthening of the indigenous movement in recent decades has increased the demand for specific and differentiated education in villages, in addition to a greater role for indigenous peoples to assume and lead their own educational processes (Baniaw, 2013). Thus, this research was dedicated to reflecting on the training of indigenous teachers in higher education, from bureaucratic processes to the completion of the Intercultural Degree Course for Indigenous Teachers of Basic Education-LIEBI at the State University of Maranhão, which took place between the years of 2016 and 2022. The reflections presented in this work are the result of my “dual” role as monitor and researcher at LIEBI. In addition to analyzes about the development of the Course, the representations of three students belonging to the Tentehar/Guajajara people of the Rio Pindaré Indigenous Land about the intercultural higher education of which they were part were privileged.