Formação continuada mediada pela interculturalidade crítica : necessidade de transformar o olhar dos professores para o reconhecimento dos estudantes indígenas na escola urbana de Colíder (MT)

Abstract

The present research delimited as a field of study an urban elementary school in the municipality of Colíder (MT), which is configured as a significant space of ethno-cultural complexity and challenges educators to serve a significant number of indigenous students belonging to different peoples: Apiaká, Ikpeng, Kayapó, Panará, Tapayuna, Kayapó/Tapayuna and Panará/Kayapó. Faced with this reality, the main research question was: how to think about a proposal for continuing education for an urban school in Colíder (MT), based on the conceptions expressed by the teachers when they brought as a challenge the presence of different indigenous students in the school? Based on this concern, the main objective was to understand what training is necessary for teachers to recognize and value the presence of different indigenous students in an urban school in Colíder. Fifteen teachers participated in the study, including the management team, who make up the teaching staff of the school from 2019 to 2020. The research followed the assumptions of qualitative research, focusing on the principles of participant research, since this modality allows interaction between the researcher and the researched group. The data collection techniques were carried out through a questionnaire, document analysis and interviews. For the interpretation of the data set, we followed the proposition of contextual analysis, which included the meaning of the terms used and the concepts explicit or implicit in the Political Pedagogical Project and in the teachers' speech. The data revealed two main categories: The strong presence of coloniality in the Political Pedagogical Project denies the culture and existence of the seven indigenous peoples in the school, supported by four subcategories: a) Restricted/limited view, in the PPP, on the concept of difference; b) Invisibilization of indigenous students, their culture and their rights in the PPP; c) Visibilization of indigenous students in the PPP and d) Gaps in the PPP. The second category: In(understanding) expressed by teachers regarding the cultural difference present in the school, was structured in five subcategories: a) Conflict experienced by teachers in the first contact with indigenous students: Fear, surprise, despair, inexperience; b) Consequences of the monocultural view in the pedagogical practice suffered by indigenous students; c) Teachers adopt a spontaneous attitude to evaluate indigenous students in terms of interaction, dance, respect for peers, respect for the teacher and knowing how to wait their turn to participate in games; d) Divergence in the teachers' view on the relationship between indigenous and nonindigenous students and e) Continuing education from the teachers' point of view: between being and studying Law no. 11.645/2008, for the understanding of the difference and the culture of indigenous peoples, and the doing, focused on practical activities of how to teach indigenous students. It was concluded in this study that the continuing education of teachers is necessary to unveil the colonial matrix and to think and create other possibilities in pedagogical practice, which should be based on the perspective of critical interculturality.