Professoras indígenas de Rondônia: os desafios da formação específica, bilíngue e multicultural - do projeto açaí ao curso licenciatura em educação básica

Abstract

This thesis has the objective to present an ethnographic research of the specific, bilingual, multilingual and intercultural indigenous teacher training offered by the state of Rondônia between 1988 to 2023. Our focus was an especial way on the work of indigenous woman/teacher, who faced and continue to fight against a kind of barrier to occupy spaces that Western culture has conventionally defined as male. This reality of exclusion is stronger when are cited indigenous women/teachers. In this sense, we opted for an anthropological analysis of teacher training from the perspective of these women, considering that the classroom in indigenous schools in the northern region is still a space mostly occupied by male teachers, even though there are qualified female teachers. That way, women are excluded from a place still dominated by the Western male category. To provide a theoretical and methodological basis for a qualitative approach, were used, among other authors, Gersem L. Baniwa (2019), Wilmar D’Angelis (2012), José Ribamar B. Freire (2004), and authors who discuss the theme of indigenous women, for example: Maria Lugones (2007), Gloria Anzaldúa (2005), Betty Mindlin (2003), Angela Sacchi (2014), Rita L. Segato (2003), Manuela C. da Cunha (2009), Gilda Kuitá and Darlene Taukane (2001), Rita G. Nascimento (2006), and Joziléia D. Schild (2023). Thus, based on the conceptions of these writers, I bring indigenous gender relations and the intersectionality that permeates indigenous teacher training in this part of the Amazon. I emphasize that this reality has been taking on new contours with the entry of women into academia/higher education, as well as with their engagement in the women's movement, via indigenous associations.