A formação de professores e suas relações com cultura e sociedade: a educação escolar indígena no centro das atenções
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Data
2009
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Resumo
This paper reflects the current situation surrounding indigenous teacher education by means of the construction of a dialogue among three educators, two of them nonindigenous educators involved with indigenous school education and one indigenous educator committed to the education of his people. Teacher education, situated in a socio-cultural way, is the center of attention in this paper. “Listening” as a way of talking with the “other” is one of the theoretical focuses of this exercise between teacher
educators and teachers, which uses dialogue as a means to increase awareness. In the dialogic process mentione, it was possible to realize how rich a dynamic between educators from different cultural contexts can be. The desire of the indigenous educator and his/ her people to contribute their ideas to the construction of the indigenous school became evident. This shows the great challenge for non-indigenous educators seeking to contribute to the organization of the school education of distinct indigenous nations.
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Diálogo intercultural, Formação de professores, Educação escolar indígena, Intercultural dialogue, Teacher education, Indigenous school education
Citação
RODRIGUES, Maximino; FERREIRA, Rogério; DOMITE, Maria do Carmo Santos. A formação de professores e suas relações com cultura e sociedade: a educação escolar indígena no centro das atenções. Bolema, Rio Claro, v. 22, n. 34, p. 263-281, 2009.