Formação de professores para educação infantil indígena no Território Xerente, em Tocantínia-TO: um breve diagnóstico

Abstract

The main objective of this article is to analyze data related to teacher training for Indigenous School Education in the Xerente Territory, seeking to understand its specificities and challenges. To this end, the following question was posed: What is the diagnosis of teacher training for Indigenous School Early Childhood Education in the Xerente Territory and how do the issues highlighted in this diagnosis affect pedagogical practice? In the methodology, we followed a qualitative and quantitative (quali-quanti) approach, which is based on bibliographic and documentary research. The results show that, although all teachers are Akwẽ-Xerente indigenous, in schools that offer indigenous early childhood education, contributing to cultural appreciation, the majority have secondary education and temporary employment contracts, which can compromise pedagogical continuity and the specificities of this stage. In addition, there are significant deficiencies in school infrastructure and in the distribution of human resources, such as monitors and assistants. The research concludes that Indigenous Early Childhood Education is essential to strengthen cultural identity and promote quality education, but points to the urgent need for public policies that guarantee investments in initial and ongoing teacher training, infrastructure and the adaptation of pedagogical practices to the cultural specificities of the Akwẽ-Xerente people.