EACHER TRAINING FOR INDIGENOUS EDUCATION IN THE PARÁ AMAZON
CHALLENGES AND STRATEGIES FROM A LITERATURE PERSPECTIVE
DOI:
https://doi.org/10.57108/iesj.2025.5-2.8Keywords:
indigenous education, teacher training, Pará Amazon, indigenous culture, intercultural educationAbstract
The training of Indigenous teachers in Brazil has become a fundamental issue since the 1988 Federal Constitution, which guaranteed Indigenous peoples the right to differentiated, bilingual, and intercultural education. In Pará, a state with significant ethnic diversity, this issue is even more challenging. Despite legal achievements, gaps still persist in the implementation of training programs that respect local cultures. The guiding question of this study is: what are the difficulties and possible solutions identified in the literature regarding the training of Indigenous teachers in Pará? The general objective of this research is to analyze the challenges and point out possible solutions in the training of Indigenous teachers in Pará, with specific objectives to: identify the main challenges reported in the literature; indicate possible solutions and strategies found in studies; and reflect on the importance of adequate training for Indigenous teachers. The choice of the state of Pará is justified by its socio-cultural and geographic relevance in the Amazonian context, as well as the large number of different Indigenous ethnic groups, including the Munduruku, Kayapó, and WaiWai. The study adopts a theoretical framework based on the works of Freire (1996), Baniwa (2017), and Krenak (2019), which support an intercultural, bilingual education grounded in the knowledge of Indigenous populations. The methodological approach is qualitative, exploratory, and bibliographic, employing the inductive method and content analysis based on Bardin (2009). The main results indicate that the primary weaknesses are the lack of infrastructure, bilingual teaching resources, and adequate policies. The study also highlighted the need for bilingual teacher training in villages, recognition of traditional knowledge, and development of tailored pedagogical resources, as well as the importance of teacher training aligned with local demands and the necessity of participatory public policies.
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