Resumo

MONTEIRO, Alcioni da Silva  e  MASCARENHAS, Suely Aparecida do Nascimento. DIFFERENTIATED SCHOOL EDUCATION, TRAINING OF INDIGENOUS TEACHERS AND CURRICULUM. Eccos Rev. Cient. [online]. 2020, n.54, e17338.  Epub 03-Fev-2024. ISSN 1983-9278.  https://doi.org/10.5585/eccos.n54.17338.

This article is a bibliographic approach that main understand the historical processes that allowed to the Indians, the access to school education and training for the Indian educator. The objective was to analyze differentiated school education, teacher training and curriculum. Differentiated school education in Brazil has been a theme that researchers from different areas of knowledge have been working on, in order to understand it, looking for a pedagogical model that meets the specificities of indigenous groups. With this, the training of indigenous teachers is guided as a possibility to manage a school education that meets the interests of the original people, as well as a curricular proposal aimed at pedagogical, cultural and political interests, in order to vitalize and revitalize the indigenous identity. The debates around the theoretical references consulted as Ghedin (2007), Grupioni (2000), Peréz Ruiz (2011), Urquiza (2017), and others, made it possible to know the main challenges of the reality of indigenous school education. In this sense, it is the intention to do a reflection on the effectiveness of intercultural education, and as it is necessary to continue training, consolidation and strengthening the identity of the traditional people for the construction of the specific and intercultural curriculum.

Palavras-chave : Differentiated school education; Training of indigenous teachers; Curriculum..

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