Abstract

BATTESTIN, Cláudia; PIOVEZANA, Leonel  and  TEDESCO, Anderson Luiz. Decolonial teaching with indigenous students at the Community University of the Region of Chapecó - Unochapecó. Rev. Diálogo Educ. [online]. 2021, vol.21, n.68, pp.101-126.  Epub May 11, 2021. ISSN 1981-416X.  https://doi.org/10.7213/1981-416x.21.068.ds05.

This text seeks to present how the entry of indigenous students in higher education courses occurs, the aspects of training and completion of the course of the intercultural project of Unochapecó. The objective is to demonstrate that access to higher education was possible through institutional partnerships and advocates of the causes of peoples originating in the region, which enabled resources from the state of Santa Catarina in the form of scholarships. This is a bibliographic and documentary research, supported by several authors and references that present argumentative subsidies to think about the historical and educational context of this writing proposal, also made use of intervention research with the involvement of teachers and decolonial pedagogical practices in indigenous schools. It was observed that decolonial teaching results in debating, reflecting and eliminating prejudices and forms of social exclusion perpetrated by the times. It is concluded that it is essential in decolonial teaching to build formative paths that develop in intercultural courses problematizations about the process of formation and empowerment of graduates and the community of belonging. A decolonial education is a driving force for personal, collective, community, indenitarian, cultural, political and social empowerment. They are determining factors in the paths of inclusion and liberation of political doing with indigenous causes.

Keywords : Decolonial teaching; Indigenous higher education; Teacher training.

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