<?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>1809-3876</journal-id>
<journal-title><![CDATA[Revista e-Curriculum]]></journal-title>
<abbrev-journal-title><![CDATA[e-Curriculum]]></abbrev-journal-title>
<issn>1809-3876</issn>
<publisher>
<publisher-name><![CDATA[Pontifícia Universidade Católica de São Paulo]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1809-38762021000301085</article-id>
<article-id pub-id-type="doi">10.23925/1809-3876.2021v19i3p1085-1105</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[TEMÁTICA INDÍGENA NO CURRÍCULO DE PEDAGOGIA EM UMA UNIVERSIDADE DE ALAGOAS: DESAFIOS E POSSIBILIDADES DA LEI 11.645/2008 PARA A FORMAÇÃO DOCENTE]]></article-title>
<article-title xml:lang="en"><![CDATA[INDIGENOUS THEME IN THE CURRICULUM OF A COURSE OF PEDAGOGY IN A UNIVERSITY OF ALAGOAS: CHALLENGES AND POSSIBILITIES OF LAW 11.645 / 2008 FOR TEACHER TRAINING]]></article-title>
<article-title xml:lang="es"><![CDATA[TEMÁTICA INDÍGENA EN EL CURRÍCULO DE UN CURSO DE PEDAGOGÍA EN UNA UNIVERSIDAD DE ALAGOAS: DESAFÍOS Y POSIBILIDADES DE LA LEY 11.645 / 2008 PARA LA FORMACIÓN DOCENTE]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[SILVA]]></surname>
<given-names><![CDATA[Cíntia Gomes da]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[AMORIM]]></surname>
<given-names><![CDATA[Roseane Maria de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[PIZZI]]></surname>
<given-names><![CDATA[Laura Cristina Vieira]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Rede Municipal em Pilar  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,UFPB Centro de Educação ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,UFAL Programa de Pós-Graduação em Educação ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>07</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>07</month>
<year>2021</year>
</pub-date>
<volume>19</volume>
<numero>3</numero>
<fpage>1085</fpage>
<lpage>1105</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1809-38762021000301085&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1809-38762021000301085&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1809-38762021000301085&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Este artigo discute a formação inicial de professores e professoras do Curso de Pedagogia em uma universidade pública federal brasileira e a relação com a Lei n.º 11.645/2008. Atenta-se para fatores que influenciam na formação inicial, embates e contradições da Proposta Pedagógica do Curso de Pedagogia. Indaga-se: a formação inicial do Curso de Pedagogia vem suscitando discussões sobre a diversidade cultural e, especificamente, sobre os povos indígenas? É relevante discutir o currículo que permeia a formação docente, pois a questão das diferenças e da diversidade cultural ainda demanda investimento. Este estudo integra uma pesquisa qualitativa bibliográfica e documental sobre formação docente, no debate étnico-racial, com foco na temática indígena. Realizamos uma breve análise da Proposta Curricular do Curso de Pedagogia em 2019 em uma universidade pública federal brasileira. Incluir a discussão da Lei n.º 11.645/2008 na formação inicial desses docentes demanda investimento em diferentes âmbitos, a saber: discussões teóricas, práticas e produção de materiais didáticos que possibilitem apoiar os novos docentes no maior domínio dessa temática.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT This article aims to bring a discussion about the initial formation of teachers of the Pedagogy Course in a public university of the Brazilian federation and the context of its relation with the Law n.º 11.645/2008. Attention is given to the factors that influence the initial formation, the clashes and the contradictions that are present in the Pedagogical Proposal of the Pedagogy Course. Thus, the question is: has the initial formation of the Pedagogy Course been raising discussions about cultural diversity and specifically about the indigenous peoples? In this perspective, it is relevant to bring this discussion about the curriculum that permeates the formation of these teachers, because the issue of differences and cultural diversity still needs more investment in the practiced curricula. Methodologically, this study is part of a qualitative bibliographic and documental research, which walks in the discussions about the formation of teachers, and in the ethno-racial debate, focusing on the indigenous theme. To account for what we propose, we conducted a brief analysis of the Curricular Proposal of the Pedagogy Course in the year 2019 in a public university of the Brazilian federation. Therefore, including the discussion of Law 11.645/2008 in the initial training of these teachers is a path that requires investment in different areas, namely: theoretical and practical discussions and production of teaching materials that enable to support new teachers in the greater mastery of this theme.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN Este artículo pretende traer una discusión sobre la formación inicial de los profesores del Curso de Pedagogía en una universidad pública de la federación brasileña y el contexto de su relación con la Ley n.º 11.645/2008. Se presta atención a los factores que influyen en la formación inicial, los choques y las contradicciones que están presentes en la Propuesta Pedagógica del Curso de Pedagogía. De esta manera, la pregunta es: ¿la formación inicial del Curso de Pedagogía ha planteado discusiones sobre la diversidad cultural y específicamente sobre los pueblos indígenas? En esta perspectiva, es relevante traer esta discusión sobre el currículo que impregna la formación de estos profesores, porque el tema de las diferencias y la diversidad cultural todavía necesita una mayor inversión en los currículos practicados. Metodológicamente, este estudio forma parte de una investigación cualitativa bibliográfica y documental, que camina en las discusiones sobre la formación de los maestros, y el debate étnico-racial, con un enfoque en las cuestiones indígenas. Para dar cuenta de lo que proponemos, realizamos un breve análisis de la Propuesta Curricular del Curso de Pedagogía en el año 2019 en una universidad pública de la federación brasileña. Por lo tanto, la inclusión de la discusión de la Ley N º 11.645/2008 en la formación inicial de estos profesores es un camino que requiere la inversión en diferentes áreas, a saber: las discusiones teóricas, las prácticas y la producción de materiales de enseñanza que permiten apoyar a los nuevos profesores en el mayor dominio de este tema.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Lei 11.645/2008]]></kwd>
<kwd lng="pt"><![CDATA[Formação de professores]]></kwd>
<kwd lng="pt"><![CDATA[Currículo]]></kwd>
<kwd lng="en"><![CDATA[Law 11.645/2008]]></kwd>
<kwd lng="en"><![CDATA[Teacher training]]></kwd>
<kwd lng="en"><![CDATA[Curriculum]]></kwd>
<kwd lng="es"><![CDATA[Ley 11.645/2008]]></kwd>
<kwd lng="es"><![CDATA[Formación de profesores]]></kwd>
<kwd lng="es"><![CDATA[Plan de estudios]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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