The reserved space for teacher training in a Kaingang community

Authors

  • Ariane Avila Neto de Farias Universidade Federal do Pampa/Universidade Federal do Rio Grande
  • Ânderson Martins Pereira Universidade Federal do Rio Grande do Sul
  • Juliana Tatsch Menezes Universidade Federal do Pampa

DOI:

https://doi.org/10.21680/1984-817X.2020v16n01ID19408

Keywords:

Teacher training, indigenous education, Official documents

Abstract

This paper has as its objective the reflection about the training of teachers who work in indigenous schools. Thus, we will intend through questionnaires presented to teachers of a school located in an indigenous community, in the municipality of Redentora, in Rio Grande do Sul, and through biographical studies, answer how they obtain teacher education, which moments were they required to have a specific formation, what are the main priorities of the indigenous education and how the Portuguese language is worked in this school. From the interviews conducted, we intend to verify if what determines the official documents is actually put into practice in the school reality.

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Author Biographies

Ânderson Martins Pereira, Universidade Federal do Rio Grande do Sul

Doutorando em Letras, na área Estudos Literários da Universidade Federal do Rio Grande do Sul (UFRGS). Mestre em Letras na Universidade Federal de Pelotas (UFPel). Atua principalmente nos seguintes temas: Utopia, Distopia, transumanidade, ecocrítica e pós-humanidade. Bolsista CAPES.

Juliana Tatsch Menezes, Universidade Federal do Pampa

Graduada em Letras pela Universidade Federal do Pampa e especialista em Linguagem e Docência pela mesma instituição. 

Published

17-04-2020

How to Cite

AVILA NETO DE FARIAS, A.; MARTINS PEREIRA, Ânderson; TATSCH MENEZES, J. The reserved space for teacher training in a Kaingang community. Espacialidades Journal, [S. l.], v. 16, n. 01, p. 65–81, 2020. DOI: 10.21680/1984-817X.2020v16n01ID19408. Disponível em: https://periodicos.ufrn.br/espacialidades/article/view/19408. Acesso em: 21 nov. 2024.

Issue

Vol. 16 No. 01 (2020): Indigenous protagonists in the school space

Section

Dossier

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