<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2238-2097</journal-id>
<journal-title><![CDATA[Revista de Educação Pública]]></journal-title>
<abbrev-journal-title><![CDATA[R. Educ. Públ.]]></abbrev-journal-title>
<issn>2238-2097</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal de Mato Grosso, Instituto de Educação, Programa de Pós-Graduação em Educação]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2238-20972017000200421</article-id>
<article-id pub-id-type="doi">10.5965/01045962v26n622017432</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[As Etapas Intermediárias como espaço de formação na Licenciatura Intercultural: interações e nexos entre Aldeia-Universidade]]></article-title>
<article-title xml:lang="en"><![CDATA[The Intermediate Stages of the training space of the Intercultural Degree: interactions and links between the Village and the University]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Silva]]></surname>
<given-names><![CDATA[Adailton Alves da]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ferreira]]></surname>
<given-names><![CDATA[Waldinéia Antunes de Alcântara]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ferreira]]></surname>
<given-names><![CDATA[Lucimar Luisa]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade do Estado de Mato  ]]></institution>
<addr-line><![CDATA[Barra do Bugres MT]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade do Estado de Mato Grosso  ]]></institution>
<addr-line><![CDATA[Juara MT]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Faculdade Nossa Senhora Aparecida  ]]></institution>
<addr-line><![CDATA[Aparecida de Goiânia GO]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>05</month>
<year>2017</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>05</month>
<year>2017</year>
</pub-date>
<volume>26</volume>
<numero>62</numero>
<fpage>421</fpage>
<lpage>432</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2238-20972017000200421&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2238-20972017000200421&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2238-20972017000200421&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo A UNEMAT desenvolve cursos espec&#237;ficos para forma&#231;&#227;o de professores ind&#237;genas. Esta experi&#234;ncia organiza-se em duas etapas: Intensiva/Universidade; e Intermedi&#225;ria/Aldeia. Apresentamos aqui discuss&#245;es/reflex&#245;es sobre a organiza&#231;&#227;o e o desenvolvimento das Etapas Intermedi&#225;rias. Teoricamente, balizamo-nos em Freire, Hall, Meli&#224;, Dussel, Santos, Meneses e Nunes, e Viveiros de Castro. A metodologia consistiu na observa&#231;&#227;o participante, escuta, rodas de conversa, nos di&#225;logos e c&#237;rculos de cultura, ocorridos nas Oficinas Pedag&#243;gicas das Etapas intermedi&#225;rias. O estudo possibilitou-nos compreender que a forma&#231;&#227;o de professores ind&#237;genas deve se dar a partir da aldeia; uma forma&#231;&#227;o constru&#237;da/oferecida de modo a reconhecer e valorizar os aspectos socioculturais de cada povo. ]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The UNEMAT university provides specific courses for the training of indigenous professors. This is organized into two stages: The Intensive/University Stage; and the Intermediate/Village Stage.Here we present discussions and reflections on the organization and development of the Intermediate Stages. Theoretically, we based this on Freire, Hall, Meli&#224;, Dussel, Santos, Meneses and Nunes, and Viveiros de Castro. The methodology consisted of participant observation, listening, dialogues, conversational and cultural circles that were held in the Pedagogical Workshops of the Intermediate Stages. The study enabled us to understand that the training of indigenous teachers should be conducted through the village; it should be training constructed and offered so as to recognize and value the socio-cultural aspects of each of the peoples. ]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Educação]]></kwd>
<kwd lng="pt"><![CDATA[Formação de Professores/as Indígenas]]></kwd>
<kwd lng="pt"><![CDATA[Etapa Intermediária]]></kwd>
<kwd lng="en"><![CDATA[Education]]></kwd>
<kwd lng="en"><![CDATA[Training Indigenous Teachers]]></kwd>
<kwd lng="en"><![CDATA[Intermediate Stage]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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</article>
