OS CURSOS DE MAGISTÉRIO INDÍGENA DO ESTADO DO MARANHÃO E AS IMPLICAÇÕES NA FORMAÇÃO DOS PROFESSORES KRIKATI NUMA PERSPECTIVA ESPECÍFICA E DIFERENCIADA

Abstract

This research aimed to analyze the perception of the Krikati indigenous teachers on a specific, bilanguage, intercultural and communitarian teachers training on a Magisterial course, and its contribution to teaching and learning on their teaching practices in the indigenous formal school education. The methodological approach is a qualitative perspective in order to catch the Indian teachers perception on the magisterial course offered by the Department of Education of the State Government of Maranhão over the last sixteen years. The data were collected by semi structured interviews used in each Krikati Indigenous community: São José, Jerusalem, Raiz e Campo Alegre, from March 2011 to January 2012. The only criterion established to be interviewed was that the Krikati indigenous teacher should have taken part in the teachers training on the Magisterial course offered by the Education Department of the State Government of Maranhão. By this, ten teachers were interviewed: five of them had completed the course offered from 1996 to 2002, which had been part of the training project designed and implemented by the Indigenous Missionary Council (CIMI) of Maranhão; the other five teachers are part of a second group of the Magisterial course which began in 2008 but until now had only taken part in three steps. This study pointed out that Krikati indigenous teachers value their profession in order to strengthen their culture and traditional knowledge of their people, and they are claiming the importance of an indigenous school involving the community in decisions of what is to be tauch, and which respects their own processes of teaching and learning. In order to get an intercultural and bilanguage education the study reports that the practices of Krikati indigenous teachers have acquired new meanings, even in the context of developing behaviors, attitudes of respect, acceptance and understanding of cultural diversity and the need for involvement in wider social life, which may affect the local and national context and in the interests of their people. In other hand, about the Magisterial courses, offered by the Department of Education of the State Government of Maranhão, the Krikati indigenous teachers do not recognize a specific, bilanguage, intercultural courses, as they observe a big difference between what officially is being worked and the real situation in their communities. At last, the Krikati indigenous teachers claim a course which must consider customs, language, history and identity of each people, a course that take into account the natural knowledge of indigenous people on the contents on each subject.