Traçados interculturais e decoloniais em práticas educativas sobre os povos indígenas na residência pedagógica em história

Abstract

The Pedagogical Residency Program strongly contributes to the initial training of teachers in Brazilian universities, becoming essential for the formation of teaching practice. In this way, the Pedagogical Residency can also collaborate with training about indigenous themes. In this sense, this research aims to understand how History students from the Pedagogical Residency Program, History subproject, at the Universidade Estadual da Paraíba (UEPB), Campus I, develop perceptions about indigenous sociodiversity and the cultural practices of these ethnic groups, based on their formative experiences. The research is inserted in the field of Education, more precisely in History Teaching, making a theoretical dialogue with authors such as Rüsen (2001) pertinent. Regarding teacher training, we based our studies in Barreto (2015), Libânio (2015) and Saviani (2009). Regarding indigenous diversities, as well as concepts of decoloniality and interculturality, we start from studies by Fleury (2015), Pereira and Paim (2018), Ribeiro (1970) and Sacavino (2016). In relation to the Pedagogical Residency Program, we used the authors Almeida (2020) and Couto (2022). This is a documentary bibliographic research, using participant observation and action research as methodological paths. As the locus of this research, we worked on the UEPB Pedagogical Residency Program, based on the speeches of residents of the History course, in Campina Grande, during the years 2022 to 2024. As an educational product, we chose to build a digital portfolio based on the pedagogical workshops with the residents. This porfoliio intends to present educational suggestions to promote the debate on indigenous culture at school from a decolonial and intercultural perspective, as it is proposed for the Pedagogical Residency in the experience of school practice. Therefore, the Pedagogical Residency Program emerges as an educational policy for teachers that can become a stage for debating and highlighting indigenous peoples and their sociodiversities in teacher training.