The Amazonian challenge of including Indigenous School Education studies in the process of non-indigenous initial teacher training

Abstract

This paper aims to discuss the insertion of indigenous school education in the process of initial non-indigenous teachers training, with a view to promoting intercultural dialogue in the basic education system, in order to recognize and respect cultural differences and the empowerment of indigenous peoples in contemporary times. The study design comprises a qualitative approach, including literature review and documental data collection procedure. We collected and analyzed the Courses Pedagogical Projects (PPC) of non-indigenous teacher education programs in Public and Private Higher Education Institutions from the State of Amazonas. The results indicated that only the Pedagogy Program of the Public Universities (UFAM, UEA and IFAM) contain the discussion of indigenous education in the process of initial non-indigenous teacher education; the other institutions, especially the private ones, do not include courses on this subject in their curricula. The lack of inclusion of indigenous education in initial teachers’ education programs may imply the denial of these peoples culture and the educational processes of each people's own education, thus reinforcing the homogenized teaching practice in Brazil when an intercultural is expected.