O curso de licenciatura em Educação Intercultural da UFG e os impactos sociais evidenciados nas escolas e comunidades indígenas

• Ano de defesa: 2025
• Autor(a) principal: Carvalho, Thalia da Costa
• Orientador(a): Nazareno, Elias
• Banca de defesa: Nazareno, Elias, Aiello-Cabrera, Emília, Borges, Mônica Veloso
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Goiás
• Programa de Pós-Graduação: Programa de Pós-graduação em História (FH)
• Departamento: Faculdade de História - FH (RMG)
• País: Brasil
• Palavras-chave em Português: Educação intercultural indígena; Educação escolar indígena; Interculturalidade crítica; Decolonialidade; Pedagogia da contextualização; Impacto social; Formação de professores indígenas
• Palavras-chave em Inglês: Indigenous intercultural education; Indigenous school education; Critical interculturality; Decoloniality; Pedagogy of contextualization; Social impact; Indigenous teacher training
• Área do conhecimento CNPq: CIENCIAS HUMANAS::HISTORIA
• Link de acesso: http://repositorio.bc.ufg.br/tede/handle/tede/14370

The present study aims to understand how the training of Indigenous teachers has generated social impacts on their communities, analyzing Intercultural Education in schools as a promoter of the appreciation of both Indigenous and non-Indigenous knowledge, autonomy, and the strengthening of Indigenous communities. It also seeks to understand how the Núcleo Takinahakỹ de Formação Superior Indígena, the Indigenous Intercultural Education Course at the Universidade Federal de Goiás- UFG, with its intercultural and transdisciplinary pedagogical approach, contributes to social transformations in Indigenous school education and the realities of the communities in which it operates. The research is based on Latin American decolonial perspectives, highlighting the importance of critical interculturality as a key element in dismantling the colonialities of power, being, and knowledge. The study adopts the concepts of Pedagogy of Retaking, Pedagogy of Contextualization, and Contextual Themes, emphasizing the collective construction of the pedagogical proposals of the aforementioned program. This analysis also seeks to adopt a participatory approach, using collaborative ethnography and orality. Co-theorization, actively involving participants, is applied in the interviews, allowing for a contextualized and plural understanding of experiences. The research also aims to assess the social impacts generated by the training of Indigenous teachers, highlighting successful practices and challenges to be overcome. Thus, it portrays the importance of an Intercultural Education aligned with the lived realities of the subjects involved. Through decolonial and dialogical methodologies, the study seeks to recognize Indigenous peoples as co-creators of their own learning processes. The dissertation historically contextualizes Indigenous School Education in Brazil, highlighting the influence of the Indigenous movement, the creation of intercultural teacher training programs, and the role of the Takinahakỹ Center in this process