INDIGENOUS PEOPLES IN THE TRAINING OF COUNTRYSIDE EDUCATORS IN THE BRAZILIAN CONTEXT: PRESENCES AND ABSENCES IN PEDAGOGIC PROJECTS

Abstract

The degrees in Rural Education are based on the principle of respect for the diversity and plurality of rural peoples, including indigenous peoples. In the training process of rural educators, an attempt is made to contemplate the historical claims of indigenous peoples, especially the demand for the right to school and university education. From this context, this research aimed to understand the process of inclusion of knowledge, histories and cultures of indigenous peoples in Rural Education courses, structured by the Brazilian Federal Institutions of Higher Education (IFES). The research, with a qualitative approach and descriptive exploratory character, adopted the document analysis of the pedagogical projects of seven Rural Education courses with qualification in Human and Social Sciences, offered by five universities and two federal institutes: UFPA, UFCG, UFMS, UFF, UFFS, IFPA and IFRN. The main results indicate that the courses seek to train educators who meet the demands of indigenous peoples in their specificities; in addition to promoting some actions aimed at valuing indigenous histories and cultures.