The indigenous teacher education: The Pedagogy of Alternation acting in Paraná
This research presents the formation of indigenous teachers in the Pedagogy of Alternation, in Paraná, in the Course of Countryside Education – Social Science and Humanities. Aims to analyze the contribution of the pedagogy of alternation to indigenous teachers, as well as to know what are the reaso...
| Autores: | , , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2024 |
| País: | Brasil |
| Institución: | Universidade de Santa Cruz do Sul (UNISC) |
| Repositorio: | Reflexão e Ação (Online) |
| Idioma: | portugués |
| OAI Identifier: | oai:ojs.online.unisc.br:article/17499 |
| Acceso en línea: | https://seer.unisc.br/index.php/reflex/article/view/17499 |
| Access Level: | acceso abierto |
| Palabra clave: | Formação de professores Pedagogia da Alternância Educação do Campo Educação Indígena Formación docente Pedagogía de la Alternancia Educación del Campo Educación Indígena Teacher formation Pedagogy of Alternation Countryside Education Indigenous Education |
| Sumario: | This research presents the formation of indigenous teachers in the Pedagogy of Alternation, in Paraná, in the Course of Countryside Education – Social Science and Humanities. Aims to analyze the contribution of the pedagogy of alternation to indigenous teachers, as well as to know what are the reasons for them to enter in a public university. The research is qualitative interviews with 3 Kaingang indigenous students and 1 indigenous students Guarani Mbya. The result is a significant number of indigenous students present in a Public University, becoming teachers in their indigenous lands and acting in their communities, with formation in History, Geography, Sociology and Philosophy. |
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