A formação intercultural para educadores indígenas: possibilidades e formas de resistência

Abstract

The article discusses the tensions that take place in Indigenous teacher training in a intercultural teaching course, focused on Mathematics, when other ways of knowledge and practices, associated to historically excluded and undervalued groups, gain power. We base on research results from Indigenous and non-Indigenous research groups, within the theme of Indigenous Intercultural education, founded in different theoretical lenses. We discuss the contributions of these researches to problematize, support, or review the proposals of Indigenous teacher training who work or will work in their communities. We conclude that the Indigenous teacher training is tensioned by access and permanence policies to the undergraduate students in the university, by the curricular proposal, the teaching practices in the community school, the ways of living of each people, their sociolinguistic belonging, and by the limits of some theories used to support the field researches in Indigenous school education.