Resumen

SANTOS, Jorge Alejandro; BATTESTIN, Cláudia  y  PIOVEZANA, Leonel. Intercultural paradoxes in the formation of indigenous teachers of Kaingang people. Rev. Diálogo Educ. [online]. 2018, vol.18, n.59, pp.1222-1241.  Epub 05-Feb-2020. ISSN 1981-416X.  https://doi.org/10.7213/1981-416x.18.059.ds11.

This article aims to present some paradoxes about education and especially about the training of indigenous teachers in the Indigenous Intercultural Licensing program of the Community University of the Region of Chapecó (Unochapecó) in the Indigenous Lands of West of Santa Catarina. We understand that the educational process is a paradoxical process insofar as it can be a liberating process, that affirms the autonomy of students and stimulates their creativity and self-esteem, or a disciplinary process that puts students in a passive place, of obedience and mere reception of knowledge that is distant to them in their meaning. These paradoxes are even more noticeable in an intercultural context because the school belongs to a European-modern cultural tradition that historically has censured cultural difference and has been a means for the acculturation of indigenous populations, it seems paradoxical that we try now to be a means for the strengthening of the original cultures and for a dialogue and equitable exchange between the cultures that come into contact in the educational process. In the formation of indigenous teachers, we encounter these paradoxes and tensions on a daily basis, even more so when the Bachelor’s degrees are taught within the Indigenous Lands, so there are two ways of being, being, understanding and inhabiting the world that is not usually easy to understand and make compatible. In the text we will address this problem in the treatment of a specific theme, school time and village time, modern time and indigenous temporality, the paradox of Chronos and kairós in the context of the training of indigenous teachers of the Kaingang ethnic group.

Palabras clave : Teacher training; Paradoxes of intercultural education; Indigenous intercultural education.

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