INDIGENOUS PEOPLES IN RURAL TEACHERS’ TRAINING: PRESENCES AND ABSENCES IN PEDAGOGICAL PROCESSES¹

ABSTRACT:

Rural Education degrees are based on respect for rural peoples’ diversity and plurality, including indigenous peoples. Rural teachers’ training process is an attempt to respond to historical indigenous peoples’ claims, mainly to demands for the right to school and higher education. Accordingly, the aim of the present research is to understand the process to include indigenous peoples’ knowledge, history and culture in Rural Education courses provided by Brazilian Higher Education Federal Institutions (IFES). The research followed a qualitative approach, of descriptive and exploratory nature, based on documental analysis of pedagogical projects linked to seven Rural Education courses, with emphasis on qualification in Human and Social Sciences, at five universities and two federal institutes, namely: UFPA, UFCG, UFMS, UFF, UFFS, IFPA and IFRN. Based on the main results, these courses seek to train teachers who meet specific indigenous peoples’ demands, in addition to promote some actions aimed at valuing indigenous history and culture.

Keywords:
Rural Education; Rural Teachers’ Training; Indigenous People; Decoloniality