Between territories and knowledge practices. Challenges with indigenous teacher training in Brazil
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Between territories and knowledge practices. Challenges with indigenous teacher training in Brazil Ana Maria R. Gomes · Shirley A. de Miranda · Marina de L. Tavares
Received: 10 September 2020 / Accepted: 1 October 2020 © Springer Fachmedien Wiesbaden GmbH, ein Teil von Springer Nature 2020
Abstract In Brazil, indigenous claims for the right to maintain their specific ways of living and thinking, maintaining and using their own languages, cultures, and modes of production, and the re-elaboration and transmission of knowledge have resulted in the development of intercultural teacher training programs in Brazilian universities. The discussions presented here take as a reference the experiences of the authors in the Intercultural Training Course for Indigenous Educators (FIEI) developed and offered at the Federal University of Minas Gerais (UFMG) since 2006. We highlight significant aspects of the training of indigenous teachers in the constant flow between villages and university in progressive processes of deterritorialization and reciprocal recognition. We present the approach to the notion of territory that supports our analysis and describe three curricular components of the course from the perspective of different territorialities: the teaching internship, the intermodules in a specific qualification, and the research monographs resulting from “academic paths.” We conclude that the FIEI experience is not only a training process for indigenous students, but it also engenders the transformation of everyone involved. Keywords Indigenous education · Indigenous territory · Indigenous teachers · Xakriabá · Pataxó
Prof. Dr. A. M. R. Gomes () · Ass. Prof. Dr. S. A. de Miranda · Ass. Prof. Dr. M. de L. Tavares Faculdade de Educação, Departamento de Ciências Aplicadas a Educação, Universidade Federal de Minas Gerais, Av. Antônio Carlos 6.627, 31270-901 Belo Horizonte, Minas Gerais, Brazil E-Mail: [email protected] Ass. Prof. Dr. S. A. de Miranda E-Mail: [email protected] Ass. Prof. Dr. M. de L. Tavares E-Mail: [email protected]
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A. M. R. Gomes et al.
Zwischen Territorien und lokalen Wissenspraktiken. Herausforderungen der indigenen Lehrer*innenausbildung in Brasilien Zusammenfassung In Brasilien führten die Forderungen der Indigenen, ihre spezifischen Lebens- und Denkweisen beizubehalten, ihre eigenen Sprachen, Kulturen und Produktionsweisen zu erhalten und zu praktizieren sowie Forderungen nach dem Wiederaufbau ihres Wissens und dessen Weitergabe zur Entwicklung einer interkulturellen Lehrer*innenbildung an brasilianischen Universitäten. Die hier vorgestellten Überlegungen basieren auf den Erfahrungen der Autor*innen im Rahmen des Studiengangs Formação Intercultural para Educadores Indígenas (FIEI, Interkulturelle Ausbildung für indigene Pädagog*innen), der seit 2006 an der Bundesuniversität von Minas Gerais (UFMG) entwickelt wird. Dabei zeigen wir wesentliche Aspekte der Ausbildung indigener Lehrer*innen auf, etwa den bestständigen Wechsel zwischen ihren Dörfern und den Universitäten sowie den durch diese De
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