Abstract

FERNANDES, Marilene Alves  and  CAMARGO, Leila Maria. INDIGENOUS MAGISTORY TAMÎ'KAN: TRAINING ASPECTS AND CURRICULAR CHALLENGES FOR TRAINING INDIGENOUS TRAINERS AND TEACHERS-RR. e-Curriculum [online]. 2020, vol.18, n.2, pp.847-865.  Epub Oct 15, 2020. ISSN 1809-3876.  https://doi.org/10.23925/1809-3876.2020v18i2p847-865.

The present work is the result of the debates of the Study and Research Group “Intercultural Education and Human Emancipation” - GEEINEH - of the Master in Education of the State University of Roraima -UERR. It presents some considerations about the results of the reflections made in the group about education, intercultural relations and human emancipation in the curricula of the northern border of Brazil. It is the result of an action research that, through an intervention workshop, sought to gather some information for reflection in this article on the curricular conceptions of indigenous teachers who participate in the Tami'kan Indigenous Teaching Project. The initial objective was to reflect on the understanding of indigenous teachers regarding intercultural curriculum issues, so that we could have elements to think about the continuing education policies in order to assist them in the realization of the intended curriculum in the practice of the Indigenous Schools of the State. from Roraima. But in view of the concrete experience through the workshops, many reflections have arisen, especially for the trainers of trainers and it has been observed that often, as we enter the cultural universe of indigenous teachers and other social collectives, they also need to be open to being more 'learners' than 'learners', as far as intercultural and community dialogue is concerned, we still have much to learn from indigenous teachers.

Keywords : Tami'kan magisterium; Educational policies; Curriculum conceptions..

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