Análise das práticas curriculares sobre a temática indígena no Curso de Formação de Oficiais da PMMT

Abstract

This research is dedicated to investigate how the Military Police Academy (APMMT), teaching unit of the Military Police of the State of Mato Grosso (PMMT) in Officers training, treats indigenous issues in Officers Training Course (CFO). For the accomplishment of this work it became necessary to know the emergence of the police and its varied models, from antiquity, through the Middle Ages, Modern Era, to the present days. This contextualization of its historical evolution made it possible to know the parameters that guided the long-lasting and continuous provision of the security service within society. The coloniality theme is part of the discussion of this research, in accordance with the publications of the Modernity / Coloniality study group, whose intellectuals place Latin America at the center of critical debates, problematizing relations of power, knowledge and being in Latin America. It is also analyzed how the teaching institution of Mato Grosso is related to the indigenous theme and the influence of coloniality on didactic-pedagogical materials that guide the professional practice of the military police. The aim is to shelter in theorists critical and post-critical to the analysis of the curriculum, which made it possible to show, in the Pedagogical Political Project APMMT, coloniality ratio present in the curriculum Officer Training Course. On the data collected at the end of the research, present specific contents of the interests of public safety and proposes that the Military Police including on indigenous issues in the curriculum of police training, with the adoption of an autonomous discipline or in an interdisciplinary way, coated intercultural contents and with greater workload, allowing the necessary reflection on ethnic and cultural diversity. The importance of this study lies in the possibility of better educating public security professionals, contributing socially to the deconstruction of hegemonic thinking, and training public agents that recognize the plurality of our culture, in this special, the indigenous one.