The project for the Integrated High School Technical Course in Intercultural Indigenous Teaching, proposed by the Tarauac\u00e1 Campus of the Federal Institute of Acre (IFAC), in partnership with the Federal University of Acre (LabInter) and the municipal governments of Jord\u00e3o and Marechal Thaumaturgo, seeks to meet the demand of indigenous young people and adults who are excluded from basic education, but who are still working as elementary school teachers in their villages, by offering professional training, which is fundamental to the current economy and culture of indigenous peoples. Indigenous school education is understood as one of the ways in which knowledge is produced and circulated in the context of indigenous communities. It is fundamental not only for the education and preparation of new generations for interethnic and intercultural relations with wider Brazilian society, but also for reversing the historical processes of suppression of traditional cultural and linguistic practices. There have been centuries of policies of genocide, ethnocide and forced assimilation, which also characterized schools in indigenous areas in the period prior to the promulgation of the 1988 Constitution. Nesse contexto, os professores ind\u00edgenas s\u00e3o, na maioria das vezes, os encarregados de fazer a ponte entre os dois mundos em que seus povos vivem: o tradicional e o moderno, o oral e o escrito, a troca e o com\u00e9rcio, os diferentes sistemas de pensamento. A forma\u00e7\u00e3o profissional de n\u00edvel m\u00e9dio oferecida ser\u00e1 no sentido de minimizar a enorme defasagem em que o sistema da educa\u00e7\u00e3o escolar ind\u00edgena se encontra no Acre. H\u00e1 mais de vinte anos o Estado n\u00e3o proporciona forma\u00e7\u00e3o adequada aos professores ind\u00edgenas, em franco descumprimento aos ditames constitucionais e demais legisla\u00e7\u00f5es que normatizam as pol\u00edticas de educa\u00e7\u00e3o escolar, deixando que a qualidade do ensino nas escolas das aldeias se torne um caso de extrema preocupa\u00e7\u00e3o para as institui\u00e7\u00f5es tradicionalmente respons\u00e1veis pela qualidade da Educa\u00e7\u00e3o B\u00e1sica no pa\u00eds. As universidades e os institutos federais, atrav\u00e9s da forma\u00e7\u00e3o de professores e da produ\u00e7\u00e3o de materiais did\u00e1ticos, em parceria com as secretarias de educa\u00e7\u00e3o dos munic\u00edpios de Jord\u00e3o e de Marechal Thaumaturgo, poder\u00e3o realmente ajudar os professores a ascender na escolaridade e na forma\u00e7\u00e3o profissional, para em seguida continuarem seus estudos em licenciaturas oferecidas pelas mesmas institui\u00e7\u00f5es. Acreditamos que os \u00f3rg\u00e3os governamentais e a sociedade civil devem se responsabilizar, atrav\u00e9s de um programa conjunto, pelo zelo e cultivo da escola ind\u00edgena, para que as crian\u00e7as das aldeias n\u00e3o sofram a mesma coloniza\u00e7\u00e3o violenta que seus antepassados tiveram que superar. In this context, indigenous teachers are often responsible for bridging the two worlds in which their peoples live: traditional and modern, oral and written, trade and commerce, different systems of thought. The medium-level professional training offered will be aimed at minimizing the huge gap in the indigenous school education system in Acre. For more than twenty years, the state has failed to provide adequate training for indigenous teachers, in blatant disregard for constitutional dictates and other legislation that regulates school education policies, leaving the quality of teaching in village schools to become a matter of extreme concern for the institutions traditionally responsible for the quality of basic education in the country. The universities and federal institutes, through teacher training and the production of teaching materials, in partnership with the education departments of the municipalities of Jord\u00e3o and Marechal Thaumaturgo, could really help the teachers to improve their schooling and professional training, and then continue their studies in degrees offered by the same institutions. We believe that government bodies and civil society should take responsibility, through a joint program, for the care and cultivation of indigenous schools, so that the children of the villages do not suffer the same violent colonization that their ancestors had to overcome.<\/p>\n\n\n\n
For many of Acre's indigenous teachers, the training processes have been fragmentary, spread over courses with insufficient content to guarantee their qualification at primary or secondary level. A minority of indigenous teachers have completed higher education or are pursuing postgraduate studies. There are teachers who haven't even completed elementary school. This is more pronounced in communities where access is more difficult and time-consuming. These teachers also encounter difficulties in receiving and producing teaching materials, either due to a lack of specific training or resources. These problems prevent indigenous schools from fulfilling their objective of strengthening the cultural practices of each people and guaranteeing their constitutional rights. Our 1988 Federal Constitution advocates the following for indigenous education: \"Article 210 - Minimum content will be set for primary education, in order to ensure common basic training and respect for national and regional cultural and artistic values. \u00a7Regular primary education shall be taught in Portuguese, with indigenous communities also being guaranteed the use of their mother tongues and their own learning processes.\" In order to comply with the Constitution, however, it is necessary to train a contingent of qualified indigenous teachers, capable of building political pedagogical projects for their schools that are intercultural (including national curricular matrices and those specific to each ethnicity and community in dialogue), (multi)bilingual (according to the sociolinguistic situation of each community), differentiated (with a different organization from regular urban schools) and specific (to the modes of social organization and cultural practices of each people). It cannot be assumed that if a teacher belongs to a given ethnic group and community, he or she will automatically be qualified to work in the classroom. He or she must have training that allows him or her to become a researcher of his or her own culture, versed in the knowledge that he or she will have to systematize and share with his or her classes of students, capable of producing good lessons, activities and teaching materials, in dialogue both with the teachers and experts of his or her people and with the national curriculum guidelines for indigenous school education. <\/p>\n\n\n\n
To demonstrate the situation of indigenous school education in Acre, some data show that, despite the legislation stipulating that primary education in Brazil should also be staffed by professionals with a higher level of education, almost half of the teachers hired by the state and municipalities in Acre do not even have completed secondary school (UFAC, 2019). Thus, this pedagogical project seeks to meet the demand that indigenous teachers, through the Organization of Indigenous Teachers of Acre (OPIAC), have made explicit in various ways to federal educational institutions (UFAC and IFAC), as heard by researchers from the Interculturality Laboratory, based in the Postgraduate Program in Letters: Language and Identity, which brings together professors and students from various higher education institutions (IFAC, UFAC, UFBA, UFMG, UFSB, UFBA, UNIR), as well as technicians from others (Comiss\u00e3o Pr\u00f3-Indio do Acre, FUNAI, state and municipal education secretariats, indigenous organizations). Baseado nos diagn\u00f3sticos empreendidos por suas atividades de pesquisa, o Laborat\u00f3rio de Interculturalidade da UFAC vem, portanto, apresentar ao sistema escolar acreano uma alternativa metodol\u00f3gica para sanar o imenso descompasso da escola ind\u00edgena, pelo menos no que tange \u00e0 capacita\u00e7\u00e3o e forma\u00e7\u00e3o b\u00e1sica dos professores para trabalharem com o (multi)bilinguismo e a interculturalidade a que s\u00e3o submetidas suas sociedades atualmente. Objetivando imprimir densidade \u00e0 justificativa da oferta do Curso em pauta, \u00e9 v\u00e1lido ponderar os seguintes aspectos, na perspectiva da demanda pela escolariza\u00e7\u00e3o dos professores ind\u00edgenas: <\/p>\n\n\n\n
- The need for minimally qualified teachers for the implementation of the public elementary school system in Acre's indigenous schools, in accordance with Article 31 of State Law 3467\/2018 (which provides for the regulation of indigenous schools and teachers established and maintained by the public authorities), which admits that \u201cthe minimum training for teaching in early childhood education and in the early grades of elementary school is that offered at high school level, in the normal mode, preferably in intercultural and teaching courses\u201d; <\/p>\n\n\n\n
- There is a shortage of teachers with the necessary higher education to take on elementary school teaching in indigenous villages, which, in the case of Acre, leads us to resubmit the proposal to offer this course, considering the provisions of paragraph 1 of Article 4 of CNE\/CEB Resolution No. 01\/2014; <\/p>\n\n\n\n
- Lack of professionals to manage the respective municipal education systems, which causes immense damage to the school life of each village, with cases of total disorganization, with unjustifiable losses in the school records of indigenous students; <\/p>\n\n\n\n
- Urgent investment in improving the quality of school education on indigenous lands; <\/p>\n\n\n\n
- Teachers need to be qualified at secondary level, so that they can progress in their training itineraries, reaching higher education, in compliance with Brazilian legislation, the Law of Guidelines and Bases - Law 9394\/96.<\/p>\n\n\n\n
Thus, taking into account the municipalities of Jord\u00e3o and Marechal Thaumaturgo, at least in the first stage of the Indigenous Teaching course, it is considered that Acre's indigenous population is even more significant in the municipalities of Jord\u00e3o and Marechal Thaumaturgo: in Jord\u00e3o there are 8,159 people and in Marechal Thaumaurgo, 2,162. According to the Municipal Department of Education, in the municipality of Jord\u00e3o the indigenous population is distributed in 33 villages, each with its own \u201cschool\u201d. In 2019, 58 teachers were hired for the 1,066 elementary school pupils, 28 of whom do not have a high school education. In Marechal Thaumaturgo, the situation for teachers is not much better: 25 teachers hired in 2019 do not have a high school education, and 8 of them have not even completed primary school, according to data provided by the Marechal Thaumaturgo Municipal Department of Education, which urgently justifies the development of an indigenous teaching course.<\/p>","protected":false},"excerpt":{"rendered":"
Curso T\u00e9cnico Integrado ao Ensino M\u00e9dio em Magist\u00e9rio Intercultural Ind\u00edgena O projeto do Curso T\u00e9cnico Integrado ao Ensino M\u00e9dio em Magist\u00e9rio Intercultural Ind\u00edgena, proposto pelo Campus Tarauac\u00e1 do Instituto Federal do Acre (IFAC), em parceria com a Universidade Federal do<\/p>","protected":false},"author":65883018,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_coblocks_attr":"","_coblocks_dimensions":"","_coblocks_responsive_height":"","_coblocks_accordion_ie_support":"","_crdt_document":"","advanced_seo_description":"","jetpack_seo_html_title":"","jetpack_seo_noindex":false,"jetpack_post_was_ever_published":false,"footnotes":""},"class_list":["post-6491","page","type-page","status-publish","hentry"],"jetpack_likes_enabled":false,"jetpack_sharing_enabled":true,"jetpack_shortlink":"https:\/\/wp.me\/P4Na16-1GH","amp_enabled":true,"_links":{"self":[{"href":"https:\/\/posletrasufac.com\/en\/wp-json\/wp\/v2\/pages\/6491","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/posletrasufac.com\/en\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/posletrasufac.com\/en\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/posletrasufac.com\/en\/wp-json\/wp\/v2\/users\/65883018"}],"replies":[{"embeddable":true,"href":"https:\/\/posletrasufac.com\/en\/wp-json\/wp\/v2\/comments?post=6491"}],"version-history":[{"count":3,"href":"https:\/\/posletrasufac.com\/en\/wp-json\/wp\/v2\/pages\/6491\/revisions"}],"predecessor-version":[{"id":9239,"href":"https:\/\/posletrasufac.com\/en\/wp-json\/wp\/v2\/pages\/6491\/revisions\/9239"}],"wp:attachment":[{"href":"https:\/\/posletrasufac.com\/en\/wp-json\/wp\/v2\/media?parent=6491"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}