Abstract

SILVA, Ivone Maria Mendes. NARRATIVES OF FUTURE KAINGANG INDIGENOUS TEACHERS: KNOWLEDGE, EXPERIENCES AND CHALLENGES IN THEIR TEACHING LEARNING PROCESSES. Revista da FAEEBA: Educação e Contemporaneidade [online]. 2023, vol.32, n.71, pp.324-342.  Epub Apr 22, 2024. ISSN 2358-0194.  https://doi.org/10.21879/faeeba2358-0194.2023.v32.n71.p324-342.

This article discusses how future indigenous teachers learn to teach, considering the teaching experiences and knowledge they build in different contexts, as well as the challenges faced in the process. For that, we analyze the narratives produced, in individual and group interviews, by five Kaingang graduates who study at a public university in Rio Grande do Sul. Among the results, the reflections produced by them on the importance of interculturality in pedagogical action and the relationship, sometimes conflicting, that they maintain with school culture and scientific knowledge stand out. The positive recognition of the teaching profession in their communities, combined with the social, political and epistemic contributions that it has helped to produce through the indigenous teachers with whom they live and themselves, motivate them to invest in school education as an instrument of political struggle for rights and the realization of individual and collective aspirations.

Keywords : Indigenous teacher; Teacher training; Learning; Basic education; University education.

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