The indigenous teacher education

The Pedagogy of Alternation acting in Paraná

Authors

DOI:

https://doi.org/10.17058/rea.v31i2.17499

Keywords:

Teacher formation, Pedagogy of Alternation, Countryside Education, Indigenous Education

Abstract

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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Author Biographies

Ana Cristina Hammel, Universidade Federal da Fronteira Sul

Doctor in History. Professor at the Federal University of Fronteira Sul,
campus Laranjeiras do Sul-PR in the Social and Human Sciences Field Education Course.  

Maria Eloá Gehlen, Universidade Federal da Fronteira Sul

Doctor in Education. Professor at the Federal University Fronteira Sul,
campus Laranjeiras do Sul - PR, works in the Education of the Social Sciences
and Humanities Field.

 

Roberto Antônio Finatto, Universidade Federal da Fronteira Sul

Doctor in Geography. Professor at the Federal University of Fronteira Sul,
campus Laranjeiras do Sul-PR, in the Social and Human Sciences Field Education Course.  

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Published

2024-01-23

How to Cite

Hammel, A. C., Gehlen, M. E., & Finatto, R. A. (2024). The indigenous teacher education: The Pedagogy of Alternation acting in Paraná. Reflexão E Ação, 31(2), 40-54. https://doi.org/10.17058/rea.v31i2.17499

Issue

Vol. 31 No. 2 (2023)

Section

Artigos do Fluxo

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